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Boston College 
Chestnut Hill 
Massachusetts 02167 
617-552-8000 

Boston College Bulletin 1998-1999 

Volume LXVIII, Number 11, April 1998 

The Boston College Bulletin contains current information regarding the University 
calendar, admissions, degree requirements, fees, regulations and course offerings. It is 
not intended to be and should not be relied upon as a statement of the University's 
contractual undertakings. 

Boston College reserves the right in its sole judgment to make changes of any 
nature in its program, calendar or academic schedule whenever it is deemed necessary 
or desirable, including changes in course content, the rescheduling of classes with or 
without extending the academic term, cancelling of scheduled classes and other acade- 
mic activities, and requiring or affording alternatives for scheduled classes or other 
academic activities, in any such case giving such notice thereof as is reasonably practica- 
ble under the circumstances. 

The Boston College Bulletin is published six times a year in April, May, August, 
September; semi-monthly in July. 

Boston College is committed to providing equal opportunity in education and in 
employment regardless of race, sex, marital or parental status, religion, age, national 
origin or physical/mental handicap. As an employer, Boston College is in compliance 
with the various laws and regulations requiring equal opportunity and affirmative 
action in employment, such as Title VII of the Civil Rights Act and Federal Executive 
Order #11246. Boston College's policy of equal educational opportunity is in compli- 
ance with the guidelines and requirements of Title VI of the Civil Rights Act, Title IX 
of the Higher Education Amendments Act of 1972, and Section 504 of the 
Rehabilitation Act of 1973. 

USPS-389-750 

Periodicals postage paid at Boston, Massachusetts 02109. 
Postmaster: Send PS Form 3579 to Boston College Registrar's 
Office, Lyons 112, Chestnut Hill, MA 02167. 




Table of Contents 



About Boston College 

Introduction 5 

The University 5 

Mission Statement 5 

Brief History of Boston College 5 

Accreditation of the University 6 

The Campus 6 

Academic Resources 6 

Academic Development Center 6 

Audiovisual Facilities 6 

Language Laboratory 7 

Computing Support/Facilities 7 

The Libraries 7 

Art and Performance 8 

University Research Institutes and Centers 8 

Student Life Resources 11 

Disabled Student Services 12 

Student Right to Information 13 

Confidentiality of Student Records 13 

Enrollment Statistics and Graduation Rate 13 

Equity in Athletics 14 

Campus Safety and Security Program 14 

Notice of Non-Discrimination 14 

Residence Accommodations 14 

Tuition and Fees 15 

Massachusetts Medical Insurance 16 

National Student Loan Clearinghouse 17 

Full-Time Enrollment Status 17 

The University: Policies and Procedures 

Undergraduate Admission 19 

Financial Aid 20 

University Core Requirements 22 

First Year Experience 22 

Special Programs 22 

Academic Regulations 27 

University Awards and Honors 29 

College of Arts and Sciences 

Undergraduate College of Arts and Sciences 

Academic Regulations 32 

Special Academic Programs 35 

Interdisciplinary Programs 37 

Departments and Programs 44 

Biochemistry 44 

Biology 45 

Black Studies 53 

Chemistry 56 

Classical Studies 62 

Communication 64 

Computer Science 69 

Economics 70 

English 77 

Fine Arts 92 

Art History 93 

Studio Art 93 

Geology and Geophysics 100 

Germanic Studies 108 



History 110 

Honors Program 126 

Linguistics 128 

Mathematics 128 

Music 134 

Philosophy 140 

Physics 148 

Political Science 154 

Psychology 160 

Romance Languages and Literatures 177 

French 177 

Hispanic Studies 178 

Italian 178 

Slavic and Eastern Languages 188 

Sociology 194 

Theatre 203 

Theology 207 

University Courses 224 

Graduate School of Arts and Sciences 

Master's Degree Programs 40 

M.A. and M.S. Requirements 40 

Special Programs 41 

Doctoral Degree Programs 41 

Ph.D. Requirements 41 

Dual Degree Programs 41 

Special Students 42 

Admission 42 

Academic Regulations 43 

Financial Aid 44 

Graduate Programs 44 

Biology 47 

Chemistry 57 

Classical Studies 62 

Economics 72 

English 80 

Fine Arts 94 

Geology and Geophysics 103 

Germanic Studies 109 

History 112 

Mathematics 130 

Philosophy 142 

Physics 149 

Political Science 154 

Psychology 162 

Institute of Religious Education and Pastoral Ministry 171 

Romance Languages and Literatures 179 

Slavic and Eastern Languages 189 

Sociology 195 

Theology 209 



The Boston College Catalog 1998-1999 






Table of Contents 



School of Education 

Undergraduate School of Education 

Mission Statement 229 

Academic Regulations 229 

Academic Honors 232 

Majors in Education 233 

Major in Early Childhood Education 233 

Major in Elementary Education 233 

Major in Elementary/Moderate Special Needs Education. .233 

Major in Elementary/Severe Special Needs Education 233 

Major in Human Development 234 

Major in Secondary Education 233 

Middle School Certificate 233 

Fifth Year Programs 234 

Second Majors and Minors for Students in Education 234 

Interdisciplinary Majors 234 

Interdisciplinary Minors 235 

College of Arts and Sciences Majors 235 

Minor in Secondary Education for Students in the 

College of Arts and Sciences 235 

Minor in General Education 236 

Minor in Health Science 236 

Carroll School of Management Majors 236 

Minor in Organization Studies — Human Resource 

Management 236 

Minor in Human Development for 

Carroll School of Management Students 236 

Undergraduate Course Offerings 250 

Graduate School of Education 

Introduction 236 

Mission Statement 236 

Policies and Procedures 236 

Degree Programs 238 

Doctoral Degree Programs 238 

Certificate of Advanced Educational Specialization 239 

Master's Degree Programs 240 

Academic Regulations 241 

Deparment of Counseling, Developmental and Educational 

Psychology 241 

Programs in Counseling Psychology 241 

Dual Degree Program in Counseling and Pastoral Ministry 242 

Programs in Developmental and Educational Psychology 243 

Department of Educational Administration and Higher 

Education 243 

Programs in Educational Administration 244 

Dual Degree Program in Law and Education 244 

Certificate of Advanced Educational Specialization Degree 

Programs (C.A.E.S.) 244 

Department of Educational Research, Measurement and 

Evaluation 245 

Programs in Higher Education 245 

Department of Teacher Education/Special Education and 

Curriculum and Instruction 246 

Programs in Teacher Education/Special Education and Curriculum 
and Instruction 246 



Graduate School of Education Program and Degree Offerings ..248 

Faculty 249 

Graduate Course Offerings 255 

Law School 

Pre-Legal Studies 272 

Admission Requirements 272 

Application Procedures 272 

Registration for Bar Examination 272 

Auditors 272 

Advanced Standing 272 

Financial Aid Programs 272 

Dual Degree in Business Administration and Law 272 

Dual Degree in Social Work and Law 272 

Dual Degree in Law and Education 273 

London Program 273 

Information 273 

Faculty 273 

Carroll School of Management 

Carroll Undergraduate School of Management 

Mission Statement 275 

Requirements for the Degree 275 

Academic Regulations 277 

Special Programs 278 

Management Honors Program 278 

Pre-Professional Studies for Law 278 

The Ethics Initiative 278 

Concentrations and Programs 

Accounting 283 

Business Law 286 

Computer Science 288 

Economics 290 

Finance 291 

General Management 295 

Honors Program 296 

Marketing 297 

Operations and Strategic Management 299 

Organizational Studies — Human Resources Management. 304 

Carroll Graduate School of Management 

Master of Business Administration Program 278 

M.B.A. Curriculum 279 

Dual Degree Programs 279 

Master of Science in Finance 280 

Ph.D. in Management with Concentration in Finance 280 

Ph.D. in Management with Concentration in 

Organization Studies 280 

Admission Information 281 

Financial Assistance 281 

Career Services 282 

Accreditation 282 

For More Information 282 



The Boston College Catalog 1998-1999 




Table of Contents 



Departments and Programs 

Accounting 285 

Business Law 287 

Computer Science 290 

Finance 293 

Graduate Management Practice/International 282 

Marketing 299 

Operations and Strategic Management 302 

Organization Studies-Human Resources Management 307 

School of Nursing 

Undergraduate School of Nursing 

Plans of Study 309 

Academic Honors 310 

Academic Regulations 310 

Information 311 

Faculty 317 

Undergraduate Course Offerings 318 

Graduate School of Nursing 

Doctor of Philosophy Degree Program 312 

Program of Study 312 

Master of Science Degree Program 313 

Program of Study 315 

Information 316 

Faculty 317 

Graduate Course Offerings 319 

Preceptor and Resource Personnel for Graduate Programs 326 

Graduate School of Social Work 

Professional Program: Master's Level 327 

Dual Degree Programs 328 

Professional Program: Doctoral Level 329 

Continuing Education 329 

Information 329 

Faculty 329 

Course Offerings 329 

College of Advancing Studies 

Undergraduate Degree Program 339 

Graduate Degree Program 339 

Summer Session 340 

Administration and Faculty.. 341 

Academic Calendar 1998-99 344 

Directory and Office Locations 345 

Campus Maps 347 

Index 348 



The Boston College Catalog 1998-1999 



About Boston College 



About Boston College 

Introduction 

The University 

From its beginnings in 1 863 as a small Jesuit college for boys 
in Boston's South End, Boston College has grown into a national 
institution of higher learning that is listed regularly among the top 
50 universities in the nation, in ratings compiled by publications 
such as Barron's and U.S. News and World Report. 

The University, now located in the Boston suburb of Chestnut 
Hill, Massachusetts, enrolls 8,921 full-time undergraduates and 
4,719 graduate students, hailing from all 50 states and 92 foreign 
countries. Boston College offers its diverse student body state-of- 
the-art facilities for learning: a full range of computer services 
including on-line access to databases in business, economics, social 
sciences and law, and a library system with nearly 1.8 million 
books, periodicals and government documents, and nearly 2.6 mil- 
lion microform units. 

Boston College awards bachelor's and graduate degrees in 
more than 50 subjects and interdisciplinary areas within the College 
of Arts and Sciences, as well as undergraduate and graduate degrees 
from three professional schools: the Wallace E. Carroll School of 
Management, founded in 1938; the School of Nursing, founded in 
1947; and the School of Education, founded in 1952. Boston 
College also awards master's and doctoral degrees from the 
Graduate School of Social Work, and the Juris Doctor from Boston 
College Law School, which is consistently ranked among the top 25 
law schools in the United States. 

The Mission of Boston College 

Strengthened by more than a century and a quarter of dedica- 
tion to academic excellence, Boston College commits itself to the 
highest standards of teaching and research in undergraduate, gradu- 
ate and professional programs and to the pursuit of a just society 
through its own accomplishments, the work of its faculty and staff, 
and the achievements of its graduates. It seeks both to advance its 
place among the nation's finest universities and to bring to the com- 
pany of its distinguished peers and to contemporary society the 
richness of the Catholic intellectual ideal of a mutually illuminating 
relationship between religious faith and free intellectual inquiry. 

Boston College draws inspiration for its academic and societal 
mission from its distinctive religious tradition. As a Catholic and 
Jesuit university, it is rooted in a world view that encounters God in 
all creation and through all human activity, especially in the search 
for truth in every discipline, in the desire to learn, and in the call to 
live justly together. In this spirit, the University regards the contri- 
bution of different religious traditions and value systems as essential 
to the fullness of its intellectual life and to the continuous develop- 
ment of its distinctive intellectual heritage. Boston College pursues 
this distinctive mission by serving society in three ways: 

• by fostering the rigorous intellectual development and the reli- 
gious, ethical and personal formation of its undergraduate, 
graduate and professional students in order to prepare them 
for citizenship, service and leadership in a global society 

• by producing national and international significant research 
that advances insight and understanding, thereby both enrich- 
ing culture and addressing important societal needs 

• by committing itself to advance the dialogue between religious 
belief and other formative elements of culture through the 
intellectual inquiry, teaching and learning, and the community 
life that form the University. 



Boston College fulfills this mission with a deep concern for all 
members of its community, with a recognition of the important 
contribution a diverse student body, faculty and staff can offer, with 
a firm commitment to academic freedom, and with a determination 
to exercise careful stewardship of its resources in pursuit of its acad- 
emic goals. 

Brief History of Boston College 

Boston College was founded by the Society of Jesus in 1863 
and is one of twenty-eight Jesuit college and universities in the 
United States. The founder, Father John McElroy, was thwarted for 
some years by Protestant opposition to his attempt to establish a 
church and college on property near the North Station. Property 
was acquired in the South End in 1859, a college charter granted by 
the Commonwealth of Massachusetts in 1863, and, with three 
teachers and twenty-two students, the school opened its doors on 
September 5, 1864. The first president was Father John Bapst, a 
native of Switzerland. 

The first dean was Father Robert Fulton, who served twice as 
president (1870-1880, 1888-1891). When he was president he also 
held the office of dean, so he was the formative influence on the 
College in the Nineteenth Century. At the outset and for more than 
seven decades of its first century, the college remained an exclusively 
liberal arts institution with emphasis on the Greek and Latin clas- 
sics, English and modern languages, and with more attention to 
philosophy than to the physical or social sciences. Religion of 
course had its place in the classroom as well as in the nonacademic 
life of the college. 

Originally located on Harrison Avenue in the South End of 
Boston, where it shared quarters with the Boston College High 
School, the College outgrew its urban setting toward the end of its 
first fifty years. A new location was selected in Chestnut Hill, then 
almost rural, and four parcels of land were acquired in 1907 by 
Father Thomas Gasson, who became president that year. A design 
competition for the development of the campus was won by the 
firm of Maginnis and Walsh, and ground was broken on June 19, 
1909, for the construction of Gasson Hall. It is located on the site 
of the Lawrence farmhouse, in the center of the original tract of 
land purchased by Father Gasson, and is built largely of stone taken 
from the surrounding property. 

Later purchases doubled the size of the property, with the 
addition of the upper campus in 1941, and the lower campus with 
the purchase of the Lawrence Basin and adjoining land in 1949. In 
1974 Boston College acquired Newton College of the Sacred 
Heart, a mile-and-a half from the main campus. With sixteen 
buildings standing on forty acres, it is now the site of the Boston 
College Law School and dormitories housing over 800 students, 
primarily freshmen. 

Though incorporated as a University since its beginning, it 
was not until its second half-century that Boston College began to 
fill out the dimensions of its University charter. The Summer 
Session was inaugurated in 1924; the Graduate School of Arts and 
Sciences in 1925; the Law School in 1929; the Evening College 
(now the College of Advancing Studies, 1929) the Graduate School 
of Social Work, 1936; the College of Business Administration, 
1938. The latter, along with its Graduate School established in 
1957, is now known as The Wallace E. Carroll School of 
Management. The Schools of Nursing and Education were founded 



The Boston College Catalog 1998-1999 



About Boston College 



in 1947 and 1952, respectively. Weston Observatory, founded in 
1928, was accepted as a Department of Boston College in 1947, 
offering courses in geophysics and geology. 

The Graduate School of Arts and Sciences began programs at 
the doctoral level in 1952. Now courses leading to the doctorate are 
offered by thirteen Arts and Sciences departments. The Schools of 
Education and Nursing, the Carroll Graduate School of 
Management, and the Graduate School of Social Work also offer 
doctoral programs. 

In 1927 Boston College conferred one earned bachelor's 
degree and fifteen master's degrees on women through the 
Extension Division, the precursor of the Graduate School of Arts 
and Sciences, the Evening College, and the Summer Session. By 
1970 all undergraduate programs had become coeducational. Today 
women students comprise more than half of the University's enroll- 
ment. 

Up to 1970 the president of Boston College was also rector of 
the Jesuit community, appointed by the Father General of the 
Society of Jesus. By canon law a rector served only a six year term, 
though rare exceptions extended that limit, as in the cases of Father 
Fulton and Father Michael Walsh (1958-1968). Father J. Donald 
Monan, the twenty-fourth president, elected in 1972, was the first 
not to be rector of the Jesuit community, hence free from the six- 
year limitation in office. He served for twenty-four years, which 
proved to be a golden era in the University's history. In July 1996 
Father William P. Leahy succeeded Father Monan as president. 
Father Leahy is the latest chief officer of an institution that in acad- 
emic prestige, in applications to undergraduate and graduate 
programs, in financial stability and strength, and in efficient man- 
agement has reached an elite position in American higher 
education. 

Accreditation of the University 

Boston College is a member of or accredited by, the following 
educational institutions: The American Association of Colleges of 
Nursing, the American Association of Colleges for Teacher 
Education, the American Assembly of Collegiate Schools of 
Business, the American Association of University Women, the 
American Bar Association, the American Chemical Society, the 
American Council on Education, the American Psychological 
Association, the Association of American Colleges, the Association 
of American Law Schools, the Association for Continuing Higher 
Education, the Association of Urban Universities, the Board of 
Regents of the University of New York, the College Entrance 
Examination Board, the Council of Graduate Schools, the Council 
on Social Work Education, the Association of Jesuit Colleges and 
Universities, the Institute of European Studies, the Institute of 
Asian Studies, the International Association of Universities, the 
International Association of Catholic Universities, the Interstate 
Certification Compact, the National Catholic Education 
Association, the National League for Nursing, the New England 
Association of Schools and Colleges, the National Council for 
Accreditation of Teacher Education, Phi Beta Kappa, Alpha Sigma 
Nu, and other similar organizations. 

The Campus 

Located on the border between the city of Boston and the sub- 
urb of Newton, Boston College derives benefits from its proximity 
to a large metropolitan city and its setting in a residential suburb. 
Often cited as a model of university planning, the campus is spread 
over more than 200 acres of tree-covered Chestnut Hill. Yet it is 
just a few miles from culturally and socially rich Boston. 



The Chestnut Hill campus is tri-level. Dormitories are on the 
upper campus; classroom, laboratory, administrative, and student 
service facilities are on the middle campus; and the lower campus 
includes the Robsham Theatre, the Conte Forum, modular and 
apartment residences as well as dining, recreational, and parking 
facilities. 

The Newton campus is situated one and one-half miles from 
the Chestnut Hill campus. The Law School is located on this easily 
accessible 40-acre tract that also contains undergraduate classrooms, 
dormitories, athletic areas, and student service facilities. 

Academic Resources 

Academic Development Center 

The Academic Development Center (ADC) is designed to 
support and enhance academic excellence by helping undergradu- 
ates, graduate students, and faculty improve learning quality and 
teaching effectiveness. The ADC, which opened its doors in 
September 1991, is located on the second floor of O'Neill Library, 
in the Eileen M. and John M. Connors Learning Center. 

The Academic Development Center is a comprehensive, inclu- 
sive resource serving all BC students at no charge. The Center 
provides tutoring for more than 60 courses in mathematics, physi- 
cal and life sciences, management, social work, nursing, social 
sciences, history, philosophy, and in classical and foreign languages. 
The ADC also offers workshops in study skills and learning strate- 
gies. In addition, graduate tutors in English help students 
strengthen their academic writing skills. These services are available 
throughout the regular academic year and during summer school. 
All ADC tutors have been recommended by their relevant academic 
departments; most are graduate students or outstanding upper-divi- 
sion students. 

The ADC offers programs designed to challenge the most aca- 
demically talented, highest achieving students, as well as programs 
designed to support those who are least prepared and most academ- 
ically challenged. One member of ADC's full-time professional staff 
provides academic support services for students with learning dis- 
abilities, helping to ensure their success at Boston College. Working 
closely with the Graduate School of Arts and Sciences, the ADC 
sponsors seminars, workshops, and discussions for graduate teach- 
ing assistants (TAs) and teaching fellows (TFs) on strategies for 
improving teaching effectiveness and student learning. Each fall, 
the ADC and Graduate School of Arts and Science hold a two-day 
workshop to help TAs and TFs prepare for teaching. The ADC pro- 
vides similar instructional support services to BC's faculty. Through 
these and other related activities, the Academic Development 
Center plays an increasingly important role in enhancing the qual- 
ity of academic life at Boston College. Call 617-552-8055 for 
further information. 

Audiovisual Facilities 

University Audiovisual Services (BCAV) provides media- 
related products and services to the Boston College community in 
order to enhance research, instruction, and to support BC commu- 
nity events. 

These services include access to over thirty types of classroom 
audiovisual equipment, audioproduction services, film and video 
rentals, television recording and editing, photography, and graphic 
design and production. In addition — as part of project AGORA — 
BCAV operates BC's Cable Services which offers educational and 
commercial programming on its 52 cable TV channels to all stu- 



The Boston College Catalog 1998-1999 



About Boston College 



dent dormitories across campus. Several courses are also taught in 
AV's television studio where students use modern post-production 
editing equipment for their TV projects. 

Finally, BCAV offers instructional design expertise in order to 
make the link between modern technologies and teaching/learning. 

For more information, our web site is: www.bc.edu/av. 

Language Laboratory 

The Boston College Language Laboratory, serving all the lan- 
guage departments, students of English as a foreign language, and 
the Boston College community at large, is located in Lyons 313. In 
addition to its 62 listening/ recording stations and dual-teacher con- 
sole, the facility includes video viewing rooms, 
miiltimedia-equipped Macintosh workstations, and a short-wave 
radio/CD listening station. The Laboratory's audio, and 
videotape/laserdisc collection, computer software, other audio- 
visual learning aids, and print materials including mono-and 
bilingual dictionaries, as well as laboratory manuals for elementary 
through advanced language courses, directly support and/or supple- 
ment the curriculum requirements in international language, 
literature, and music. 

Students (undergraduate and graduate), faculty, and B.C. 
community members who wish to use the Language Laboratory 
facility and its collection will find the staff available during the day, 
in the evening, and on weekends to assist them in the operation of 
equipment and in the selection of appropriate materials for their 
course-related or personal language needs. 

Computing Support, Service and Facilities 

The Student Learning and Support Center (SLSC) (formerly 
the O'Neill Computing Facility) is the largest public computing 
facility on campus. It is open to anyone with a currently valid 
Boston College identification card. The SLSC has more than 150 
workstations available, providing access to a wide variety of hard- 
ware, software, and peripherals. 

The SLSC has software for many academic courses, as well as 
word processing, spreadsheet, statistical analysis, programming lan- 
guages, graphics production, and database management software 
supported at Boston College for each type of computer. Many pro- 
fessors allow electronic filing of class assignments or provide 
electronic information for students in folders that are accessible on 
a central file server. Paper output is available from laser printers, 
located within the facility. 

Workstations can access EagleNet, Boston College's campus- 
wide information network that links the IBM mainframe, Alpha, 
UNIX workstations and more than 2,000 desktop computers on 
campus. EagleNet provides access to an ever-increasing variety of 
services including: course registration, grades, academic and finan- 
cial aid information, electronic mail (e-mail), QUEST (Boston 
College's electronic library catalog), indexes to periodicals, and elec- 
tronic services of other affiliated libraries. 

The Boston College InfoEagle (http://www.bc.edu/infoeagle) 
is a rapidly expanding electronic source of campus information, 
with on-line listings of campus events, telephone numbers, want 
ads, research discussions and other information. The EagleNet is 
connected to the Internet, a world-wide computer network offering 
users a wide variety of interesting resources and research tools. 
Electronic mail accounts are available for students. 

The SLSC is staffed with professionals and students who pro- 
vide assistance. Training tutorials and software documentation area 
available for use within the facility. There is also a variety of 
resources available on the World Wide Web at 
http://www.bc.edu/infotech. 



More specialized assistance is provided by the Help Center in 
Gasson Hall. It is open Monday through Friday from 9:00 A.M. to 
5:00 P.M. on a walk-in, phone-in, or electronic mail (e-mail) basis. 
The Help Center phone is 552-HELP, or e-mail to: 
Help.Center@bc.edu. 

The SLSC and the Help Center are part of Boston College's 
Information Technology Services Department, which is also staffed 
by consultants providing advanced computing and networking sup- 
port. 

The Libraries 

The Boston College Libraries offer a wealth of resources and 
services to support the teaching and research activities of the 
University. The book collections exceed 1.6 million volumes, and 
almost 20,000 serial titles are currently received. 

Membership in two academic consortia, the Boston Library 
Consortium and the Boston Theological Institute, adds still greater 
dimensions to the resources of the Boston College Libraries, provid- 
ing faculty and students who have special research needs access to 
the millions of volumes and other services of the member institu- 
tions. Through membership in New England Library Information 
Network (NELINET), there is on-line access to publishing, cata- 
loging and interlibrary loan location from the OCLC, Inc. data 
base, which contains over thirty-six million records from the 
Library of Congress and from more than 25,000 contributing insti- 
tutions worldwide. 

Boston College was among the first schools in the country to 
offer an on-line public computer catalog of its collections. The 
Libraries' Quest computer system provides instant access to infor- 
mation on library holdings, as well as supporting book circulation 
and acquisitions procedures. Students may browse the catalog using 
workstations in all the libraries, and from network connections in 
homes or offices. In addition, the libraries offer computer searching 
of hundreds of commercial data bases in the humanities, sciences, 
business, and social sciences through an in-house CD-ROM net- 
work, through access to outside databases, and through the Quest 
library system. 

Information about the libraries is contained in the Guide to 
the Boston College Libraries and other brochures available in the 
libraries. 

The Thomas P. O'Neill, Jr. Library, the central library of 
Boston College, opened its doors to the public in September 1984. 
This facility contains the research collection in the humanities, 
social sciences, education, business, nursing, and the sciences. There 
are over one million book volumes, approximately 13,000 active 
serials, 1.7 million microforms and 160,000 government docu- 
ments, as well as an extensive media collection. The O'Neill Library 
is a leader in the use of technology in library services. The Library's 
Electronic Information Center offers state-of-the-art computer sys- 
tems to assist students and faculty in locating library materials both 
locally and throughout the world. 

The Resource Center, located in the basement of the Trinity 
Chapel, provides study space for the residents of the Newton 
Campus as well as PC and Macintosh workstations. 

The School of Social Work Library, McGuinn Hall, contains 
a collection of over 35,000 volumes, 340 serials, government docu- 
ments, social work theses, doctoral dissertations, and videotapes. 
The collection covers the history and philosophy of social work, its 
methodology, and all aspects of social welfare services. The Library's 
collections and services support the master's and doctoral programs 
offered at the Chestnut Hill campus, and master's programs offered 
at four off-campus sites throughout Massachusetts and Maine. 



The Boston College Catalog 1998-1999 



7 



About Boston College 



The Law School Library, located on the Newton Campus, has 
a collection of approximately 350,000 volumes of legal and related 
materials in a variety of media, most of which are non-circulating. 
It includes primary source materials consisting of reports of deci- 
sions and statutory materials with a broad collection of secondary 
research materials in the form of textbooks and treatises, legal and 
related periodicals, legal encyclopedias and related reference works. 
The library possesses substantial and growing collections of interna- 
tional and comparative law works. The law library also subscribes to 
LEXIS and WESTLAW for computer-assisted legal research. Access 
to LEXIS and WESTLAW is restricted to students currently 
enrolled in the law school. 

The Bapst Library, a beautiful collegiate Gothic building 
which served as the main library for over 50 years, has been restored 
to its original splendor and now houses the resources for library 
research in art and art history. A circulating collection of contempo- 
rary fiction and non-fiction can be found in Gargan Hall. 
Approximately five hundred seats are available for quiet study 
throughout the library. 

The John J. Burns Library of Rare Books and Special 
Collections, houses some 130,000 volumes and over 12 million 
manuscripts in a beautiful, secure and climate-controlled space. 
Holdings include unique, illuminated medieval manuscripts; exam- 
ples of the earliest printed books; original manuscripts of Nobel 
Prize winning authors William Butler Yeats, Samuel Beckett and 
Seamus Heaney; the library and archive of Graham Greene; the 
papers of distinguished political leaders, such as Thomas P. O'Neill, 
Jr., Speaker of the U.S. House of Representatives; and much more. 
The Burns Library also houses the University's Archives. The 
Library supports an ambitious exhibitions program, and hosts vari- 
ous lectures and programs to which the public is invited. Students 
and researchers are encouraged to visit and make use of these 
resources. 

University Archives are the official noncurrent papers and 
records of an institution that are deemed worthy of preservation for 
their legal, fiscal, or historical values. The University Archives, a 
department within the John J. Burns Library, contain the office 
records and documents of the various University offices, academic 
and otherwise, copies of all University publications, including stu- 
dent publications, movie footage of Boston College football, some 
audiovisual materials, and tape recordings of the University Lecture 
series and other significant events. 

A significant collection of photographs documents the pictor- 
ial history of Boston College. Alumni, faculty, and Jesuit records are 
also preserved. In addition, the Archives are the repository for the 
documents of Newton College of the Sacred Heart (1946-1975); 
the Jesuit Education Association (1934-1970); the Catholic 
International Education Office (1952-1976); and the documents of 
the Jesuit community of Boston College ( 1 863-) . 

The Catherine B. O'Connor Geophysics Library, located at 
Weston Observatory, contains a specialized collection of over 8,000 
monographs and journals on earth sciences, particularly seismology. 

The Educational Resource Center, located in Campion Hall, 
serves the School of Education's faculty and students. The collec- 
tion includes children's books, curriculum and instructional 
materials, educational and psychological tests, and educationally 
oriented information technology. 



Art and Performance 

The cultural offerings on campus are a rich mix, ranging from 
classical to contemporary, presented by artist working alone and in 
company, in venues as casual as the McElroy coffee shop, as formal 
as Robsham Theater, as elegant as the McMullen Museum of Art. 

Many events have a spontaneous, comes-as-you-feel: a poetry 
slam in McElroy, a stand-up comic in the Rat, a French horn recital 
in Gasson Hall. But there are eight campus structures that support 
and promote most student art and performance in all their forms 
and variations. 

• The E. Paul Robsham Theater Arts Center annually hosts 
dance and theater productions on its main stage and many 
other performances in its studio workshops. 

• Humanities Series has been bringing poets, novelists and crit- 
ics to speak at Boston College since 1957. 

• McMullen Museum of Art features the permanent BC collec- 
tion as well as special exhibits of works from around the 
world. 

• The Department of Fine Arts offers majors in studio art and 
art history as well as courses in filmmaking, history and criti- 
cism. 

• The Music Department and the student-run Musical Guild 
sponsor free student and faculty concerts throughout the year. 

• Boston College Bands Program sponsors concerts, festivals, 
and other events by its lineup of five bands: the "Screaming 
Eagles" Marching Band, the Pep Band, BC bOp!, the Swingin' 
Eagles Stage Band and the Community Concert Band. 

• The Boston College Chorale and the Boston College 
Symphony 

• The Undergraduate Government of Boston College, a stu- 
dent group primarily elected to represent student views to the 
University, also sponsors concerts by contemporary artists in 
rock, rap, R&B and folk. 

University Research Institutes and 
Centers 

Research is an important part of the intellectual life at Boston 
College. Faculty members, graduate students, and undergraduates 
collaborate in a range of research strategies across the disciplines 
and professional schools: laboratory studies; survey research; 
archival and textual research; theory development; field and basic 
research. In addition to the work of individual faculty and units, 
Boston College supports the collaborative work of faculty and stu- 
dents across the university through the following centers and 
institutes: 

Center for Child, Family, and Community 

Partnerships 

Boston College's Center for Child, Family and Community 
Partnerships represents the commitment of Boston College to inte- 
grate its outreach scholarship resources to address personal and 
social issues, challenges, and opportunities affecting the life chances 
of youth and their families. It strives to serve the communities of 
Boston and of Massachusetts, and to the broader national and 
international communities served by the university, as a point of 
access for technical assistance, policy analysis, demonstration pro- 
jects, youth and family program evaluation, consultation, needs 
assessment, training and continuing education, and community- 
collaborative action research. In turn, the Center acts to coalesce 
and further faculty outreach scholarship and undergraduate and 



8 



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J-^ 



About Boston College 



graduate training and service learning opportunities in the applica- 
tion of developmental science to issues of youth, family, school, and 
community life. 

Center for Corporate Community Relations 

The Center for Corporate Community Relations is an interna- 
tional corporate membership organization. The Center partners 
w^ith businesses worldwide to strengthen their community relation- 
ships and investments to achieve healthy, sustainable communities 
in which to live, work and do business. The Center does this 
through research, policy, and education that build knowledge of the 
interdependence of community vitality and business success. 

The Center offers a Resource Center on Corporate 
Citizenship that is the only one of its kind. It maintains a collection 
of corporate citizenship materials from more than 1,000 corpora- 
tions and background materials on more than 400 non-profit 
organizations, and provides quick-response, customized searches to 
provide information about corporate citizenship. The Center pro- 
duces a number of publications on corporate citizenship, including 
the monthly Corporate Community Relations Letter, the annual 
Community Relations Index, a biannual Profile of the Community 
Relations Profession, and an annual $5,000 award for the best 
paper on corporate community relations by an M.B.A. student. 

Center for East Europe, Russia, and Asia 

The Center's programs encourage faculty and students to par- 
ticipate in interdepartmental endeavors on both the graduate and 
undergraduate levels. Participating faculty come from the 
Departments of Fine Arts, History, Philosophy, Political Science, 
Slavic and Eastern Languages, and Theology and offer over eighty 
academic courses connected with the study of the culture, history, 
and political life of East Europe, Russia, the Balkans, and Central 
Asia. 

Students may also earn a certificate of proficiency from the 
Center. Certificate requirements and other information on the 
operation of the Center are available from Prof. Raymond T 
McNally (History), Director, Carney 171. 

Center for International Higher Education 

Established in 1995, the Center is a research and service 
agency providing information and a sense of community to colleges 
and universities worldwide. The main focus of the Center is on aca- 
demic institutions in the Jesuit tradition, but other universities 
receive its publications and are part of an informal network. There 
is a special concern with the needs of academic institutions in the 
developing countries of the Third World. 

Center activities include the publication of a quarterly 
newsletter dealing with the central concerns of higher education in 
an international context; a book series on higher education; the 
maintenance of an international data base of administrators, policy 
makers, and researchers in the field of higher education; and spon- 
sorship of an international conference on higher education issues. 
Visiting scholars from Jesuit and other universities worldwide are 
occasionally in residence at the Center. The Center For 
International Higher Education works closely with the Higher 
Education program. It also brings to the School of Education an 
international consciousness and focus. 

Center for Nursing Research 

The CNR's central purpose is to serve as an institutional 
resource for faculty and students in the School of Nursing, the 
Boston College community, and the greater Boston nursing and 
health care community. Three interrelated but separate goals sup- 
port the purpose of the CNR: (1) to strengthen the research 



productivity of faculty in the School of Nursing, (2) to increase 
intradisciplinary and interdisciplinary research and scholarship, and 
(3) to communicate research findings to facilitate research utiliza- 
tion in nursing practice and in educational settings. The Center 
serves as a repository for the Cathy J. Malek Research Collection as 
well as books and other materials related to quantitative and quali- 
tative research methods, data analysis, grant-seeking and 
grant-writing. 

Center for the Study of Testing, Evaluation, and 

Educational Policy 

The School of Education at Boston College houses the Center 
for the Study of Testing, Evaluation, and Educational Policy 
(CSTEEP), a university-supported research center internationally 
recognized for its work in the policy uses of tests. This research cen- 
ter is a rich resource for all programs in education. In the past 
decade, CSTEEP has been involved in the most critical areas of 
educational reform, particularly in assessment issues which address 
the fairness of testing in culturally and economically diverse popula- 



tions. 



In a research project funded by the National Science 
Foundation, CSTEEP conducted a study of the impact of man- 
dated testing programs on curriculum and instruction in 
elementary and secondary math and science education. The 
research revealed that standardized mathematics and science tests 
and those which accompany text books "fall far short of the current 
standard recommended by math and science curriculum experts." 

Housed in CSTEEP is the TIMSS International Study Center. 
TIMSS is the Third International Mathematics and Science Study, 
sponsored by the International Association for the Evaluation of 
Educational Achievement (lEA). The TIMSS project is designed to 
measure and interpret differences in national educational systems in 
order to improve the teaching and learning of mathematics and sci- 
ence worldwide. The study will inform educators and policy makers 
of the relationships between mathematics and science as they are 
intended for learning, as they are taught, and as they are learned. 

CSTEEP is also involved with Bolt, Beranek, and Newman, 
Inc., on a project to help develop and design a model for a new 
generation of American schools, under a multimillion-dollar grant 
from the New American Schools Development Corporation. The 
Co-NECT (Cooperative Networked Educational Community for 
Tomorrow) team will help local school systems design and build the 
capacity to manage their own high-performance learning communi- 
ties, dedicated to fostering the greatest possible intellectual growth, 
social and moral development, and physical well-being of all com- 
munity members. 

Center for Work and Family 

The Center for Work and Family at Boston College Wallace E. 
Carroll School of Management is a research organization that pro- 
motes employer and community responsiveness to families. The 
guiding vision of the Center is the strengthening of families, 
broadly defined to reflect the diversity throughout our communities 
today. The Center's activities fall into three broad categories: 
research, policy initiatives and employer partnerships. 

Central to the Center's operating philosophy is collaboration 
with leading partners who are also committed to advancing the 
issues of work and family. These partnerships have resulted in sev- 
eral significant outcomes, including: 
• Publication of a Policy Paper Series that explores significant 

policy issues related to work and family. 



The Boston College Catalog 1998-1999 



About Boston College 



• Ongoing expansion of our two corporate partnerships, the 
Work and Family Roundtable and the New England Work 
and Family Association. 

• Publication by Business Week in 1996 and 1997 of the first- 
ever corporate ranking of family friendliness by a leading 
business magazine. 

• Development of a practitioner's manual to guide companies 
through a strategic planning process linking work/life to busi- 
ness priorities. 

• Development of the Principles of Excellence in Work and 
Family, a set of standards for organizations striving to be lead- 
ers in this area, developed in partnership with members of the 
Work and Family Roundtable. 

• Creation of a network of leading academicians conducting 
research in the fields of work redesign and work/ family. 

Institute of Medieval Philosophy and Theology 

The Institute is a center that unites the teaching and research 
efforts of the faculty members in the Philosophy and Theology 
Departments who specialize in medieval philosophy and theology. 
Doctoral degrees are awarded in the Theology or Philosophy 
departments and students matriculate in one of these two depart- 
ments. The focus of the Institute is on the relationship between 
medieval philosophy and theology and modern continental philoso- 
phy and theology. 

To foster this dialogue and encourage the scholarly retrieval of 
the great medieval intellectual world, the institute offers graduate 
student fellowships and assistantships, sponsors speakers programs, 
runs a faculty-student seminar to investigate new areas of medieval 
philosophical and theological research, and has set up a research 
center to assist in the publication of monographs and articles in the 
diverse areas of medieval philosophy and theology, to encourage the 
translations of medieval sources and to stimulate editions of philo- 
sophical and theological texts. 

Institute for Scientific Research 

The Institute for Scientific Research (ISR) is engaged in sci- 
entific analysis, mathematical modeling and image processing in 
heavenly explorations — for example, interpreting changes in 
infrared emissions in space — and in earthbound pursuits — such as 
designing a database to help understand the behavior of financial 
markets. 

Over the course of its history, the Institute has utilized a diver- 
sity of knowledge to develop highly sophisticated techniques for 
analyzing raw scientific and engineering data and presenting it in 
meaningful and useful ways. Using state-of-the-art analytical tools 
and technology including computer-generated modeling, the 
Institute is a forerunner in scientific data analysis and interpretation 
using statistical data analysis, digital signal processing and image 
processing; mathematical signal modeling; animated visualization of 
real and simulated data; the manipulation and interpretation of sci- 
entific images; and the design of specialized databases, data 
management techniques and interactive scientific software. 

Irish Institute 

The Irish Institute, formerly known as the Center for Irish 
Management, was established by Boston College in 1992 under the 
direction of Dr. Sean Rowland. The Irish Institute's primary goals 
are to use innovative educational programming to facilitate peace 
and economic growth through job creation in Northern Ireland and 
the Republic of Ireland. The Institute was renamed in late 1997 to 
reflect the impressive growth and diversity of Boston College pro- 
grams offered to participants from Northern Ireland, the Republic 
of Ireland, and the UK. 



The Institute hosts an extensive series of international lectures 
and special events. In late 1997, the Institute announced receipt of 
a second million dollar federal grant from the United States 
Information Agency (USIA). The Irish Institute works in partner- 
ship with government agencies in both Northern Ireland and the 
Republic of Ireland, the Ireland Funds, the International Fund for 
Ireland, the Irish American Partnership, the USIA and the Boston 
College community. 

In 1998, the Irish Institute moved to its new location at 
Connolly House, a state-of-the-art facility recently restored on 
Hammond Street. For more information on any of the Irish 
Institute's program offerings, call 617-552-4503. 

Jesuit Institute 

The Jesuit Institute was established in 1988 to contribute 
towards the response to the question of identity. The Institute, ini- 
tially funded by the Jesuit Community at Boston College, is not an 
additional or separate academic program. It is rather a research 
institute which works in cooperation with existing schools, pro- 
grams and faculties, primarily but not exclusively, at Boston 
College. Within an atmosphere of complete academic freedom 
essential to a university, the Institute engages positively in the intel- 
lectual exchange that constitutes the University. Its overarching 
purpose is to foster research and collaborate interchange upon those 
issues that emerge at the intersection of faith and culture. Through 
its programs, the Institute does this in two ways: by supporting the 
exploration of those religious and ethical questions raised by this 
intersection and by supporting the presence of scholars committed 
to these questions. 

The Lonergan Center 

Studies related to the work of the Jesuit theologian and 
philosopher Bernard Lonergan (1904-1984) are fostered and 
advanced in the Lonergan Center at Boston College. Inaugurated in 
1986, the Center houses a growing collection of Lonergan's pub- 
lished and unpublished writings as well as secondary materials and 
reference works, and it also serves as a seminar and meeting room. 
Boston College sponsors the annual Lonergan Institute, which pro- 
vides resources, lectures, and workshops for the study of the 
thought of Bernard Lonergan, S.J. 

Management Center 

Through its Management Development Program, the 
Management Center offers a variety of seminars and workshops 
designed for companies and professional groups. These offerings 
range from very intense, long term programs to short one-and two- 
day seminars that emphasize executive education, research, and 
special programs which extend beyond the customary graduate and 
undergraduate curriculum. 

Mathematics Institute 

The Boston College Mathematics Institute was established in 
1957 as a unit separate from the Mathematics Department to assist 
in the effort to improve the content and instructional practice of 
mathematics at school level. In the 1960's and 1970's the primary 
focus of the Institute was on providing veteran teachers with 
renewal programs and professional development opportunities to 
' update and deepen their background in mathematics. The National 
Science Foundation was a major source of funding. Concurrently, 
Institute staff developed some supplementary instructional materi- 
als to use with students in the grades K-12. 

At present, the Mathematics Institute offers professional 
enhancement courses for teachers in the summers at Boston College 
and other sites. The Institute is directing a systemic initiative in sec- 



10 



The Boston College Catalog 1998-1999 



About Boston College 



ondary mathematics carried out by a consortium of six universities 
working with schools and school districts around the country. 
Other current projects include research studies and content devel- 
opment related to school level mathematics concerns. 

Small Business Development Center 

The Small Business Development Center (SBDC) provides 
managerial, financial, and technical assistance and training to small 
business persons in the Greater Boston Area. 

The services provided by the SBDC may be classified as busi- 
ness counseling and management training. Small business persons 
may receive one-on-one counseling and consultative help in a range 
of business areas such as finance, marketing, planning, accounting 
and controls, and operations. The SBDC offers educational oppor- 
tunities for active and prospective small business persons. Topics 
vary, but areas covered include starting a business, financial plan- 
ning, marketing, strategic planning, merchandising, and 
management. The Massachusetts Small Business Development 
Center program is a partnership of the U.S. Small Business 
Administration, the Massachusetts Executive Office of Economic 
Affairs, and Boston College in cooperation with the University of 
Massachusetts/Amherst under a consortium agreement. 

Social Welfare Research Institute 

The Social Welfare Research Institute (SWRI) is a multidisci- 
plinary research center specializing in the study of spirituality, 
wealth, philanthropy, and other aspects of cultural life in an age of 
affluence. Founded in 1970, SWRI is a recognized authority on the 
relation between economic wherewithal and philanthropy, the 
motivations for charitable involvement, and the underlying mean- 
ing and practice of care. Over the past twelve years SWRI has 
received generous support from the T. B. Murphy Foundation 
Charitable Trust, which funded SWRI's ground-breaking Study on 
Wealth and Philanthropy, and from the Indiana University Center 
on Philanthropy, the W. K. Kellogg Foundation, and the Lilly 
Endowment, Inc. 

A list of working papers, published articles, and books is avail- 
able by requesting one in writing or by logging on to the Institute's 
Web site (www.bc.edu/swri). 

Weston Observatory 

Weston Observatory, formerly Weston College Seismic Station 
(1928-1949), is a part of the Department of Geology and 
Geophysics of Boston College. Located 10 miles from the main 
campus, the Observatory is an interdisciplinary research facility of 
the Department, and a center for research in the fields of geo- 
physics, geology, and related fields. Weston Observatory was one of 
the first participating facilities in the Worldwide Standardized 
Seismograph Network and operates a fift:een-station regional seis- 
mic network that records data on earthquakes in the northeast, as 
well as distant earthquakes. The facilities at Weston Observatory 
offer students a unique opportunity to work on exciting projects 
with modern, sophisticated, scientific research equipment in a 
number of different areas of scientific and environmental interest. 

Student Life Resources 

AHANA Student Programs 

(African-American, Hispanic, Asian and Native American) 
The goal of this office is to promote the optimal academic 
achievement of AHANA students at Boston College especially 
those identified as being at an academic disadvantage. The services 
available include the following: tutorial assistance, academic advise- 
ment, individual and group counseling, tracking of academic 
performance, and career counseling. In addition to these services. 



the office assists AHANA student organizations in developing and 
implementing cultural programs. The AHANA Office is located at 
72 College Road, 617-552-3358. 

Options Through Education Program 

Sponsored by the Office of AHANA Student Programs, this 
six-week summer residential program has as its objective the goal of 
equipping 40 pre-freshmen, identified by the Admission Office as 
being at an educational and economic disadvantage, with the skills 
necessary to successfully negotiate Boston College's curriculum. At 
the core of the program's curriculum is a focus on imparting skills 
in two critical areas: English and Mathematics. In addition to a 
focus on academics, the program seeks to introduce its students to 
the diverse resources available at Boston College and in the greater 
Boston community. 

Athletics 

The objective of the Boston College Athletic Association is to 
provide members of the entire University community with the 
opportunity to participate in, at the involvement level of one's 
choice, a program of physical activity that complements their spiri- 
tual, academic, cultural and social growth. 

To meet the needs of a diverse community, the Athletic 
Association offers activities at five levels: unstructured recreation, 
instruction, organized intramural sports, club sports and intercolle- 
giate competition in 33 varsity sports for men and women. The 
Athletics Office is located in Conte Forum, 617-552-8520. 

Career Center 

The Career Center offers workshops, counseling and informa- 
tion on all aspects of career decisions, group and individual advising 
in resume-writing, interviewing and job hunting techniques, an on- 
campus recruiting program, job listings, and a credentials service. 
Its services are available to graduate and undergraduate students in 
all schools and concentrations, as well as to alumni. 

A computerized career guidance system provides interest and 
skill assessment, and descriptive information about more than 400 
careers and has, for many students, been the starting point for 
career exploration. The Center's Career Resource Library contains 
books, files, and videotapes describing career fields, graduate 
schools, employers and job-hunting techniques. 

A Career Information Network, offers more than 2,000 alumni 
volunteers who host students in their work places, and discuss the 
realities of career fields. The Boston College Internship Program pro- 
vides a clearinghouse of career-related internships enabling students 
to integrate course work with practical experience. Visit the Career 
Center at 38 Commonwealth Avenue, 552-3430, or on-line at 
http:// 136.1 67.2. 146/Career.html. 

The Career Center is open on Wednesday evenings until 7:30 
p.m. during the academic year. 

University Chaplaincy 

The Chaplains Office strives to deepen the faith of Boston 
College students by offering opportunities to discover, grow in, 
express and celebrate the religious dimensions of their lives in per- 
sonally relevant ways. In addition, it works to foster justice by 
developing social awareness and by building a sense of community 
as a Christian value in the whole University. The Chaplains Office 
is located in McElroy 215, 617-552-3475. 

Office of the Dean for Student Development 

The Office of the Dean for Student Development coordinates 
the planning, implementation and evaluation of programs and ser- 
vices promoting student development. This includes overseeing 
student clubs and organizations, programming, the Undergraduate 



The Boston College Catalog 1998-1999 



11 



About Boston College 



Government of Boston College, the Emerging Leaders Program, 
the Graduate Student Association and the Graduate Student Center 
at Murray House, alcohol and drug education, off-campus and 
commuting student affairs, and international student services. The 
Dean and assistants are also responsible for coordinating policies 
and procedures concerning student conduct and discipline, and the 
judicial process. The Office of the Dean for Student Development 
is located in McElroy 233, 617-552-3470. 

Dining Services 

The University offers a varied and nutritionally balanced 
menu in five dining areas: McElroy Commons, Eagles Nest, and 
Lyons Hall on Middle Campus, Stuart Hall on Newton Campus, 
and a new facility on Lower Campus. In addition students can use 
their Meal Plan in The Club, the Cafe, and the concessions at 
Conte Forum. 

The Meal Plan is mandatory for resident students living in 
Upper Campus, Newton Campus, Walsh Hall, 66 Comm. Ave., 
Greycliff, Vanderslice Hall, and 90 St. Thomas More Drive. The 
cost of the full Meal Plan for 1998-99 is $1,770.00 per semester or 
$3,540.00 per year. 

Optional meal plans are available to all other students living in 
on/off campus apartments, and to commuters. A one hundred dol- 
lar minimum deposit is required. Further information can be 
obtained by contacting the University Meal Plan Office, 617-552- 
3533, Lyons Hall 1 12. A dietitian is available to those students with 
special dietary needs or restrictions, by calling 617-552-3178. The 
Dining Services Office is located in Lyons Hall, 617-552-2263. 

Disabled Student Services 

Boston College complies with federal regulations prohibiting 
discrimination on the basis of handicap. Disabled students applying 
to Boston College are strongly encouraged to make their disability 
known voluntarily to the Admission Office of the School to which 
they are applying. This information will not affect the decision on 
admission; rather, it will give the University the opportunity to 
offer specific assistance and support through programs and services 
provided by different departments on campus. 

For more information regarding services for students with 
physical disabilities contact John Hennessy, Coordinator of 
Disabled Student Services and 504/ADA Compliance Officer for 
Students, Gasson Hall 108, 617-552-3310. For more information 
regarding services for students with learning disabilities contact Dr. 
Kathleen Duggan, Coordinator of Academic Support Services for 
Learning Disabled Students, Academic Development Center, 
O'Neill 200, 617-552-8055. 

Graduate Student Association 

The Graduate Student Association (GSA) of Boston College is 
an autonomous organization that serves students in the Graduate 
Schools of Arts and Sciences, Education, Nursing, Social Work, and 
the Carroll Graduate School of Management. Currently, nearly 
4,500 full and part-time and special students are enrolled in these 
programs. 

The GSA exists to provide academic support to students in the 
form of conference grants and special group funding to host social, 
cultural and academic programs for graduates, and to inform the 
graduate community of matters of interest to them. The GSA also 
advocates for graduate student interests within the University com- 
munity. The GSA nominates graduate students to serve on a variety 
of committees, including the University Academic Council, the 
University Committee on Alcohol and Drug Abuse, the Graduate 
Educational Policy Committee and the new student center commit- 
tee. 



The GSA is funded by the activities fee charged to every grad- 
uate student and is governed by the GSA Council, composed of 
student representation from each academic department. The coun- 
cil and staff work together to strengthen the collective voice of 
graduate students. The GSA publishes a monthly newsletter on- 
line, called The Bulletin. 

It also publishes an annual Graduate Students Achievement 
Profile on-line, listing all graduate students who have published or 
presented papers, won awards, or otherwise been acknowledged for 
their work. 

The GSA has its offices in Murray House, the new Graduate 
Student Center located at 292 Hammond Street across Beacon 
Street from McElroy Commons. A Graduate Student Lounge, with 
a pool table, television, VCR, and dart board, is also there. All grad- 
uate students are welcome to attend the GSA's meetings and 
contribute to enriching the Boston College graduate community. 
The GSA's telephone number is 617-552-1854. 

University Health Services 

The primary goal of University Health Services is to provide 
confidential medical/nursing care and educational programs to safe- 
guard the physical well-being and mental health of the student 
body. The Department has two units: an Outpatient Center and 
Inpatient Infirmary. 

The Outpatient Center has a full-time staff of primary care 
physicians, nurse practitioners and on-site specialty consultants for 
those problems most important to college-age students. The Center 
is located in Gushing Hall on the Chestnut Hill Campus and can 
be contacted by calling 617-552-3225. 

The 24 hour Inpatient Infirmary provides care for students 
requiring observation and frequent physician/nurse assessments. 
The staff also provides urgent outpatient care when the Outpatient 
Center is closed. The Infirmary is located on the Newton Campus 
and can be contacted by calling 617-552-3227. 

Boston College requires all undergraduate resident students be 
enrolled with the University Health Services. A mandatory 
Health/Infirmary fee is included on the tuition bill. Undergraduate 
students living off-campus who have been charged this fee may 
request a waiver from University Health Services office in Gushing 
Hall during the month of September. 

Membership in the University Health Services is optional for 
graduate students and is available through payment of the 
Health/Infirmary fee or on a Fee-for-Service basis. 

All students may have access to the facilities for first aid or in 
case of an emergency. 

The Health/Infirmary Fee covers medical care provided on 
campus by University Health Services and is not to be confused 
with medical insurance. Massachusetts law requires that all full- 
time students be covered by an Accident and Sickness Insurance 
Policy so that protection may be assured in case of hospitalization 
or other costly outside medical services. (See Massachusetts Medical 
Insurance.) 

An informational brochure entitled "Well on Your Way" is 
available at the University Health Services Office, Gushing Hall, 
Room 119, 617-552-3225. Insurance information can also be 
obtained there. 

Immunization 

Graduate and Undergraduate students registering at a full- 
time credit level (see FuU-Time Enrollment Status) are required to 
comply with Massachusetts General Laws (College Immunization 
Law) 



12 



The Boston College Catalog 1998-1999 



K,\ 






f>* 



About Boston College 



The College Immunization Law requires proof of the follow- 
ing immunizations: 

• tetanus-diphtheria booster (within the past 1 years) 

• measles (Dose 1 after the first birthday; Dose 2 at least one 
month after Dose 1) 

• mumps (immunized with vaccine after the first birthday) 

• rubella (immunized with vaccine after the first birthday) 

If proof of immunization for measles, mumps, and/or rubella 
is not available a blood Titer showing immunity will be accepted. 

Students who fail to provide adequate documentation of 
immunizations will not be permitted to register and attend classes. 
The only exceptions permitted are conflicts with personal religious 
belief or documentation by a physician that immunizations should 
not be given due to pre-existing medical problems. 

University Covinseling Services (UCS) 

UCS provides counseling and psychological services to the stu- 
dents of Boston College. The goal of UCS is to enable students to 
develop fiiUy and to make the most of their educational experience. 
Services available include individual counseling and psychotherapy, 
group counseling, consultation, evaluation and referral. Students 
wishing to make an appointment may contact a counselor in any 
one of the Counseling offices on campus. The University 
Counseling Offices can found in the following locations: Gasson 
108, 617-552-3310; Campion 301, 617-552-4210; Fulton 254, 
617-552-3927. 

Student Right To Information 

Inspection of Education Records 

As a matter of necessity, Boston College continuously records 
a large number of specific items relating to its students. This infor- 
mation is necessary to support its educational programs as well as to 
administer housing, athletics, and extracurricular programs. The 
University also maintains certain records such as employment, 
financial and accoufiting information for its own use and to comply 
with state and federal regulations. Boston College has committed 
itself to protect the privacy rights of its students and to maintain 
the confidentiality of its records. In addition, the College endorses 
and complies with the Family Educational Rights and Privacy Act 
of 1974 (the Buckley Amendment), a federal statute that affords 
students certain rights with respect to their education records. They 
are as follows: 

• The right to inspect and review the student's education records 
within 45 days of the day the University receives a request for 
access. 

Students should submit to the registrar, dean, head of the aca- 
demic department, or other appropriate official, written requests 
that identify the record(s) they wish to inspect. The University 
official will make arrangements for access and notify the student of 
the time and place where the records may be inspected. If the 
records are not maintained by the University official to whom the 
request was submitted, that official shall advise the student of the 
correct official to whom the request should be addressed. 

• The right to request the amendment of the student's education 
records that the student believes are inaccurate or misleading. 
Students may ask the University to amend a record that they 
believe is inaccurate or misleading. They should write to the 
University official responsible for the record, clearly identify 
the part of the record they want changed, and specify why it is 
inaccurate or misleading. 

If the University decides not to amend the record as requested 
by the student, the University will notify the student of the decision 



and advise the student of his or her right to a hearing regarding the 
request for amendment. Additional information regarding the hear- 
ing procedures will be provided to the student when notified of the 
right to a hearing. 
• The right to consent to disclosures of personally identifiable 

information contained in the student's education records, 

except to the extent that FERPA authorizes disclosure without 

consent. 

One exception which permits disclosure without consent is 
disclosure to school officials with legitimate educational interests. A 
school official is a person employed by the University in an admin- 
istrative, supervisory, academic or research, or support staff position 
(including law enforcement unit personnel and health staff); a per- 
son or company with whom the University has contracted (such as 
an attorney, auditor, or collection agent); a person serving on the 
Board of Trustees; or a student serving on an official committee, 
such as a disciplinary or grievance committee, or assisting another 
school official in performing his or her tasks. 

A school official has a legitimate educational interest if the 
official needs to review an education record in order to fulfill his or 
her professional responsibility. Upon request, the University may 
disclose education records without consent to officials of another 
school in which a student seeks or intends to enroll. 

The right to file a complaint with the U.S. Department of 
Education concerning alleged failures by the University to comply 
with the requirements of FERPA. The name and address of the 
Office that administers FERPA is as follows: Family Policy 
Compliance Office, U.S. Department of Education, 400 Maryland 
Avenue, SW., Washington, DC, 20202-4605. 

Confidentiality of Student Records 

Certain personally identifiable information from a student's 
education record, designated by Boston College as directory infor- 
mation, may be released without the student's prior consent. This 
information includes name, term, home and electronic addresses, 
telephone number, date and place of birth, photograph, major field 
of study, participation in officially recognized activities and sports, 
weight and height of members of athletic teams, dates of atten- 
dance, school/college of enrollment, anticipated date of graduation, 
degrees and awards received, the most recent previous educational 
agency or institution attended, and other similar information. A 
student who so wishes has the absolute right to prevent release of all 
directory information including verification of enrollment. In order 
to do so, the student must complete a form requesting non-disclo- 
sure of directory information, which is available in Lyons 112. 

Electronic and print (The Source) access to selected directory 
information is available to members outside the Boston College 
community. A student who wishes to restrict display of electronic 
and print information only must log into U-View and specify the 
items to be suppressed on the electronic form, which is listed on the 
U-View menu. All non-directory information is considered 
confidential and will not be released to outside inquiries without 
the express written consent of the student. 

Enrollment Statistics and Graduation Rate 

During the fall of 1997 Boston College enrolled 8,921 under- 
graduates, 1,012 College of Advancing Studies students and 4,719 
graduate students. 

Of freshmen who first enrolled at Boston College in the fall of 
1991, eighty-five percent had completed their degree by 1997 and 
three percent had chosen to continue their studies elsewhere. The 
combined retention rate for this entering class is 88 percent. Of the 
graduates, 96 percent earned their degrees within four years. 



The Boston College Catalog 1998-1999 



13 



About Boston College 



Equity in Athletics 

Students, prospective students, and the public may upon 
request to the Controller's Office obtain a copy of the annual report 
of Boston College s participation rates, financial support, and other 
information on men's and women's intercollegiate athletic pro- 
grams. 

Campus Safety and Security Program 

In compliance with the Student Right-to-Know and Campus 
Security Act, Boston College publishes the Campus Safety and 
Security Program, an annual report containing the University's 
campus safety and security policies and crime statistics. Upon 
request, this report is available to any prospective student. It may be 
obtained, along with other information the University is required to 
make available under the Student Right-to-Know and Campus 
Security Act, from the Office of Undergraduate Admission at 617- 
552-3100 or by writing Boston College, Office of Undergraduate 
Admission, Devlin Hall 208, 140 Commonwealth Avenue, 
Chestnut Hill, MA 02167-3809. 

Notice of Non-Discrimination 

Boston College does not discriminate on the basis of race, reli- 
gion, color, national origin, age, marital or parental status, veteran 
status, sex, or disabilities in admission to, access to, treatment in, or 
employment in its programs and activities. The University is in 
compliance with the laws of the Commonwealth of Massachusetts 
and provides equal employment and housing opportunities without 
regard to sexual orientation. 

Boston College is an academic community whose doors are 
open to all students without regard to race, religion, age, sex, mari- 
tal or parental status, national origin, veteran status or handicap. 
Boston College has designated the Director of Affirmative Action to 
coordinate its efforts to comply with and carry out its responsibili- 
ties to prevent discrimination in accordance with state and federal 
laws. Any applicant for admission or employment, as well as all stu- 
dents, faculty members, and employees are welcome to raise any 
questions regarding violation of this policy with the Director of 
Affirmative Action, More Hall 314, (x22947). In addition, any per- 
son who believes that an act of discrimination based on Title IX 
discrimination has occurred at Boston College, may raise those 
issues with the Assistant Secretary for Civil Rights of the United 
States Department of Education. 

Residence Accommodations 

Boston College offers several different types of undergraduate 
student housing in three different residence areas. Each area houses 
both male and female students. The building style and individual 
accommodations vary with the location and are described below: 

Lower Campus 

Edmonds Hall Apartment Complex: The nine-story Edmond's 
Hall Apartment Complex, completed in the fall of 1975, houses 
approximately 795 male and female students in 200 two-bedroom 
apartments. Each apartment unit consists of two bedrooms, bath, 
dining area, kitchen and living room. These modern, completely 
furnished, apartment units house primarily upperclassmen. 
Subscription to the University Meal Plan is optional. 

Ignacio and Rubemtein Apartment Complex: This air-condi- 
tioned apartment complex, completed in the spring of 1973, houses 
725 students. Each completely furnished apartment unit includes 
two or three bedrooms, two baths, living room, dining area and 
kitchen. This area houses males and females, four or six per apart- 
ment, but is generally restricted to juniors and seniors. Subscription 
to the University Meal Plan is optional. 



Voute Hall and Gabelli Hall: These apartment-style residence 
halls were completed in the fall of 1988. Each two-bedroom apart- 
ment has a full kitchen, dining, and living room plus a full bath. 
Three-hundred and eighty-four upperclassmen reside in these fully 
furnished units. Seventeen townhouses are unique features of these 
halls. The buildings provide students with access to a variety of 
lounges equipped for study and social uses, libraries and a weight 
room. Subscription to the University Meal Plan is optional. 

Modular Apartment Complex: The Modular Complex consists 
of 80 duplex townhouse apartments. Completed in the spring of 
1971, each air-conditioned and fully furnished apartment unit has 
three bedrooms, two and one-half baths, living room, and kitchen. 
This area houses both male and female students, six per apartment, 
but is generally restricted to seniors. Subscription to the University 
Meal Plan is optional. 

Michael P. Walsh, S.J. Residence Hall: This suite-style residence 
hall, completed in the fall of 1980, consists of four- and eight-per- 
son suites housing approximately 799 male and female students. 
Each eight-person suite has a furnished lounge area and includes a 
sink and counter space. Each floor of the residence hall has a sepa- 
rate lounge and study area. The facility also includes a television 
lounge, a laundry room, and a fitness center. These units house pri- 
marily sophomores. Subscription to the University Meal Plan is 
mandatory. 

Sixty-Six Commonwealth Avenue is located on the Lower 
Campus. This upperclassman facility houses 144 students in pre- 
dominantly single accommodations. Each room is fully furnished 
and additional lounge areas are provided on every floor. The build- 
ing also has a chapel where weekly masses are conducted. 
Subscription to the University Meal Plan is mandatory. 

Vanderslice and 90 St. Thomas More Drive: These suite-style 
residence halls, completed in the fall of 1993, consists of four, six, 
seven and eight person suites housing approximately 750 male and 
female students. Each suite has a furnished lounge and kitchen area 
featuring a sink with counter space, a refrigerator and a kitchen 
table and chairs. These facilities also include a Cabaret, game room, 
cardiovascular and music rooms, libraries and casual study rooms. 
These units house sophomores and juniors. Subscription to the 
University Meal Plan is mandatory. 

Upper Campus 

These are standard residence halls with double and triple stu- 
dent rooms along a corridor. Each room is furnished with a bed, 
desk, dresser, chair, desk lamp, wastebasket and shades. These 
twelve buildings house approximately 150 students each, normally 
freshmen and sophomores. All Upper Campus residents are 
required to subscribe to the University Meal Plan. 

Newton Campus 

The six residence halls on the Newton Campus are similar to 
the Upper Campus halls and are furnished in the same manner. 
Daily free bus service is provided to the Chestnut Hill campus, 
which is located one mile from the Newton Campus. The Newton 
Campus offers a unique environment and special academic and 
social programs that make it attractive to many freshman students. 
The University Meal Plan is mandatory for Newton Campus resi- 
dents and a dining room and cafeteria are located on the campus, as 
well as a library and a chapel. 

Special Interest 

The University offers a variety of Special Interest Housing 
options to undergraduate students. 



14 



The Boston College Catalog 1998-1999 









About Boston College 



The Romance Language Floor, located in Gabelli Hall, primar- 
ily houses students who want to improve their speaking knowledge 
of French and Spanish. 

Greycliff Honors House, located one-half mile from the main 
campus, houses 48 undergraduate students who are participating in 
the Honors Program. Faculty lectures, cultural and academic pro- 
grams are held in this residence hall throughout the year. 

The Multi-Cultural floor, open to students of all ethnic and 
racial backgrounds, will give residents the opportunity to be intro- 
duced to and learn about various cultures. Students work to define 
and promote diversity within the hall and throughout the 
University through programmatic methods. 

Shaw Leadership Program provides students with the opportu- 
nity to plan, develop and implement social, educational, cultural 
and service-oriented programs for the Boston College community 
and its neighbors. They are given the opportunity to develop their 
leadership, presentation and organizational skills through a variety 
of workshops, weekly meetings, retreats and through sponsoring 
one major program during the year. 

The Substance Free floor allows students to reside on an alco- 
hol, drug, and tobacco free floor. Residents are required to plan and 
participate in a biweekly program/discussion and to sign a 
Substance Free Living Agreement prior to moving in. 

Edmond's Hall ninth floor has been designated as a 24-hour 
quiet living floor. Upperclassmen are able to reside in apartment- 
style accommodations with a quiet atmosphere. Students are 
required to sign a Quiet Living Agreement prior to moving in. 

Off-Campus Housing 

The University operates an Off-Campus Housing Office in 
Rubenstein Hall for the convenience of those seeking referrals for 
off-campus housing. The office maintains updated listings of apart- 
ments and rooms available for rental in areas surrounding the 
campus. Interested students should visit the office Monday through 
Friday, 9:00 A.M. to 5:00 RM. Listings are available by mail. 

Tuition and Fees 

Tuition and fees for undergraduates are due by August 1 5 for 
first semester and by December 15 for second semester. Restrictions 
will be placed on any account not resolved by the due dates. These 
restrictions include denied access to Housing and the Athletic 
Complex, use of the Meal Plan, and the ability to drop and add 
courses and to cash checks at the Cashier's Office. In severe cases, 
students will be withdrawn from the University. In addition, a 
$100.00 late payment fee will be assessed on any account that is not 
resolved by the due dates listed above. There will be absolutely no 
registration or confirmation of registration allowed afi:er October 
30, 1998, for first semester and April 2, 1999, for second semester. 
Scholarship holders are not exempt from payment of registration, 
acceptance fees, insurance and miscellaneous fees at the time pre- 
scribed. 

Tuition and fees for the Graduate Schools of Management, 
Arts and Sciences, Education, Nursing, and Social Work are billed 
on August 1 5 for the fall and December 1 5 for the spring. Payment 
is due on September 15 and January 15 respectively. All students 
should be registered by August 1 5 for the fall and December 1 5 for 
the spring. 

The tuition in the Law School is due semi-annually by August 
15 and by December 15. 

Visa and Mastercard are accepted for payment of tuition and 
fees. Our automated payment system may be reached by calling 
(800) 324-2297. This system is available seven (7) days a week 
excluding holidays from 8:30 A.M. to 11:00 RM. (EST) Please 



note: If a student is entitled to a refund due to withdrawal or over- 
payment and their account was paid by a credit card, a credit to 
that card will be made in lieu of a refund check. 

There is a $100.00 late payment fee for payments received 
aft:er the due dates listed above. In severe cases, students whose 
accounts are not resolved by the due dates may be withdrawn from 
the University. 

Undergraduate Tuition 

• First semester tuition and fees are due by August 1 5, 1998. 

• Tuition first semester — $10,380.00. 

• Second semester tuition and fees are due by December 15, 
1998. 

• Tuition second semester — $10,380.00. 

Undergraduate General Fees 

Application Fee (not refundable): $50.00 

Acceptance Fee: $200.00 

This fee will be applied towards students' tuition in the second 
semester of their senior year. Students forfeit this fee if they with- 
draw prior to completing their first semester. Students who 
withdraw after completing their first semester are entitled to a 
refund of this fee (provided they do not have an outstanding stu- 
dent account) if they formally withdraw prior to July 1 for fall 
semester, or December 1 for spring semester. 

Health Fee: $282.00 

Identification Card (Required for new students): $20.00 

Late Payment Fee: $100.00 

Recreation Fee — payable annually: $170.00 

Freshman Orientation Fee : $220.00 

(mandatory for freshman) 

Undergraduate Special Fees* 

Extra Course — per semester hour credit: $692.00 

Laboratory Fee — per semester: $1 15.00-435.00 

Mass. Medical Insurance: $455.00 per year 

($190.00 first semester, $265.00 second semester) 

Nursing Laboratory Fee: $170.00 

NCLEX Assessment Test: $35.00 

Exemption Examination: $30.00-60.00 

Special Students — per semester hour credit: $692.00 

Student Activity Fee: $92.00 per year 

($46.00 per semester) 

Resident Student Expenses 

Board — per semester: $1,770.00 

Room Fee (includes Mail Service) $2,240-3,025.00 

per semester (varies depending on room) 

Room Guarantee Fee** $200.00 

Students accepted as residents are required to pay a $200.00 
room guarantee fee. This fee is applied towards the student's first 
semester housing charges. 

*A11 fees are proposed and subject to change. 
**Incoming students who withdraw from housing by June 1 will 
have 100% of their deposit refunded. Incoming students who 
withdraw from housing between June 1 and July 15 will have 50% 
of their deposit refunded. Upperclassmen who withdraw from 
housing prior to July 1 will have 1 00% of their deposit refunded. 
No refunds will be made to incoming students who withdraw after 
July 15 or to upperclassmen who withdraw after July 1. Refunds 
will be determined by the date the written notification of with- 
drawal is received by the Office of University Housing. 



The Boston College Catalog 1998-1999 



15 



About Boston College 



The Trustees of Boston College reserve the right to change the 
tuition rates and to make additional charges within the University 
whenever such action is deemed necessary. 

Graduate Tuition 

Graduate Schools of Arts and Sciences, Education, and Nursing** 

Tuition per semester hour: $626.00 

Auditor's fee*** — per semester hour: $313.00 

Carroll School of Management, Graduate Division** 

Tuition per semester hour: $714.00 

Auditor's fee*** — per semester hour: $357.00 

Graduate School of Social Work** 

Tuition (full-time): $18,460.00 

Tuition per semester hour, M.S.W.: $504.00 

Tuition per semester hour, D.S.W.: $580.00 

Law School** 

Tuition: $23,420.00 

**Students cross-registering in graduate programs pay tuition 
rates of the school in which they are enrolled. 

***Audits are considered fees and are not refundable. Students 
changing from credit to audit receive no refund. 

Graduate General Fees* 

Acceptance Deposit 

Graduate Education: $200.00 

Grad SOM— part-time: $200.00 

Grad SOM— full-time: $400.00 

Law School***: $200.00 

Social Work: $200.00 

***Initial deposit due by April 20 with an additional 400.00 

due by June 1 

Activity fee — per semester*** 

7 credits or more per semester: $25.00 

fewer than 7 credits per semester: $15.00 

Application fee (non-refundable) 

Grad A&S, Education, Social Work, Nursing: $40.00 

Grad SOM: $45.00 

Law School: $65.00 

Doctoral Comprehensive fee (per semester) 

Grad A&S, GSON, and GSOE: $626.00 

GSOM: $714.00 

GSSW: $580.00 

Continuation fee (per semester — Ph.D. Cand.) 

Grad A&S, GSON and GSOE: $626.00 

GSOM: $714.00 

GSSW: $580.00 

Master's Thesis Direction (per semester) 

GA&S, GSON and GSOE: $626.00 

Interim Study: $30.00 

Laboratory fee (per semester): $140.00-435.00 

Late Payment fee: $100.00 

Mass. Medical Insurance (per year): $455.00 

(190.00 first semester; 265.00 second semester) 
Microfilm and Binding 

Doctoral Dissertation: $95.00 

Master's thesis: $75.00 

Copyright fee (optional): $35.00 

Nursing Laboratory fee: $170.00 

Registration fee (per semester, non-refundable): $15.00 



Student Identification Card: $20.00 

(mandatory for new students) 

*Fees are proposed and subject to change. 

***Students who are in off-campus satellite programs or out- 
of-state teaching practica are exempt from the activity fee. 

The Trustees of Boston College reserve the right to change the 
tuition rates and to make additional charges within the University 
whenever such action is deemed necessary. 

Massachusetts Medical Insurance 

Commonwealth of Massachusetts Law has mandated that all 
students, graduate and undergraduate, taking at least 75 percent of 
full-time credit hours must be covered by medical insurance provid- 
ing a specified minimum coverage. Determination of whether or 
not a graduate student is required to enroll in the insurance pro- 
gram is based strictly on the actual number of credits for which the 
student is registered each semester. Graduate students in the 
Schools of Social Work, Management, and Advancing Studies who 
register for 9 or more credits are considered 75 percent of full-time. 
Students in Graduate Arts and Sciences who register for 6 or more 
credits and students in the Graduate Schools of Nursing and 
Education who register for 7 or more credits are considered 75 per- 
cent of full-time. 

Boston College will offer all students — graduate and under- 
graduate — the option of participating in the plan offered at the 
University or submitting a waiver. The details of the University's 
Insurance plan are available on the U-View system or on the World 
Wide Web at www.bc.edu/accts. Students may waive the BC insur- 
ance plan by completing the electronic waiver form on U-View. 
Students under the age of 18 are required to submit a written 
waiver form with the signature of their parent/guardian. This form 
is mailed to all incoming students during the spring and is also 
available for download at the Web site listed above or from the 
Student Account Office. The waiver must be completed and sub- 
mitted by October 9, 1998, for the fall semester and by February 
12, 1999, for spring semester. Students who do not complete a 
waiver by the due dates will be enrolled and billed for the BC plan. 

Students registering for less than 75 percent of a full-time 
course load who wish to enroll in the insurance plan must be in a 
degree-granting program. Such students enroll directly with the 
insurance company using the part-time enrollment form available 
at the Boston College Health Services department in Gushing Hall 
or at Walter W Sussenguth and Associates. The coverage becomes 
effective upon receipt of the application and payment by the insurer 
if received after the due dates above. 

Note: For insurance purposes students registered for credits 
(e.g.. Doctoral Continuation, Interim Study) are considered part- 
time and must enroll directly with the insurance company. 

Check Cashing 

Students presenting a valid Boston College ID may cash 
checks ($50 limit) at the Cashier's Office, More Hall, Monday- 
Friday, 9:00 A.M. -4:00 P.M. There is a 50 cent; service charge. 
Returned checks will be fined in the following manner: 

• First three checks returned: $15.00 per check 

• All additional checks: $25.00 per check 

Any check in excess of $2,000.00: $50.00 per check 

• Check cashing privileges are revoked after the third returned 
check. 

Acceleration 

Full-time undergraduate students authorized by the Deans 
Office to take accelerated programs leading to an early graduation 



16 



The Boston College Catalog 1998-1999 






U 



7 k^fh ■ 



/■Wl 



About Boston College 



will be billed by Student Accounts for extra courses taken during a 
regular semester at the rate of $692.00 per credit taken. This will be 
in addition to the flat rate tuition charge covering a normal load 
(four courses per semester as a senior; five courses per semester prior 
to senior year). No additional fee will be assessed for extra courses 
taken for enrichment purposes only. However, when a student who 
has taken extra courses for enrichment later wishes to use those 
courses for acceleration, a fee will be assessed based on the tuition 
rate that was in effect when the courses were taken. Whenever a 
student has been given approval to take Boston College summer 
courses for acceleration, he or she will pay the regular Summer 
Session tuition for those courses. 

Withdrawals and Refunds 

Fees are not refundable. 

Tuition is cancelled subject to the following conditions: 

• Notice of withdrawal must be made in writing to the Dean of 
the student's school. 

• The date of receipt of written notice of withdrawal by the 
Dean's Office determines the amount of tuition cancelled. 
The cancellation schedule that follows will apply to students 

withdrawing voluntarily, as well as to students who are dismissed 
from the University for academic or disciplinary reasons. 

Undergraduate Refund Schedule 

Undergraduate students withdrawing by the following dates 

will receive the tuition refund indicated below. 

First Semester 

by September 1, 1998: 100% of tuition charged is cancelled 
by Sept. 11, 1998: 80% of tuition charged is cancelled 
by Sept. 18, 1998: 60% of tuition charged is cancelled 
by Sept. 25, 1998: 40% of tuition charged is cancelled 
by Oct. 2, 1998: 20% of tuition charged is cancelled 

Second Semester 

by Jan. 15, 1999: 100% of tuition charged is cancelled 
by Jan. 29, 1999: 80% of tuition charged is cancelled 
by Feb. 5, 1999: 60% of tuition charged is cancelled 
by Feb. 12, 1999: 40% of tuition charged is cancelled 
by Feb. 19, 1999: 20% of tuition charged is cancelled 
No cancellations are made after the 5 th week of classes. 

Graduate Refund Schedule (Excluding Law) 

Graduate students (except Law students) withdrawing by the 
following dates will receive the tuition refund indicated below. 
First Semester 

by Sept. 9, 1998: 100% of tuition charged is cancelled 
by Sept. 11, 1998: 80% of tuition charged is cancelled 
by Sept. 18, 1998: 60% of tuition charged is cancelled 
by Sept. 25, 1998: 40% of tuition charged is cancelled 
by Oct. 2, 1998: 20% of tuition charged is cancelled 
Second Semester 

by Jan. 25, 1999: 100% of tuition charged is cancelled 

by Jan. 29, 1999: 80% of tuition charged is cancelled 

by Feb 5, 1999: 60% of tuition charged is cancelled 

by Feb. 12, 1999: 40% of tuition charged is cancelled 

by Feb. 19, 1999: 20% of tuition charged is cancelled 

No cancellations are made after the 5th week of classes. 

Law Refund Schedule 

Law students are subject to the refund schedule outlined 



below. 



First Semester 

• by August 21, 1998: 100% of tuition charged is cancelled 

• by Sept. 4, 1998: 80% of tuition charged is cancelled 

• by Sept. 1 1, 1998: 60% of tuition charged is cancelled 

• by Sept. 18, 1998: 40% of tuition charged is cancelled 

• by Sept. 25, 1998: 20% of tuition charged is cancelled 
Second Semester 

• by Dec. 31, 1998: 100% of tuition charged is cancelled 

• by Jan. 15, 1999: 80% of tuition charged is cancelled 

• by Jan. 22, 1999: 60% of tuition charged is cancelled 

• by Jan. 29, 1999: 40% of tuition charged is cancelled 

• by Feb. 5, 1999: 20% of tuition charged is cancelled 

If a student does not wish to leave any resulting credit balance 
on his or her account for subsequent use, he or she should request, 
in writing or in person, that the Student Account Office issue a 
refund. If a student has a credit balance as a result of Federal Aid 
and he/she does not request a refund, the University will, within 
two weeks, send the credit balance to his/her local address. 

Federal regulations establish procedural guidelines applicable 
to the treatment of refunds whenever the student has been the 
recipient of financial assistance through any program authorized 
under Title IV of the Higher Education Act of 1965. These guide- 
lines pertain to the Federal Perkins Loan, the Federal Pell Grant, the 
Federal Supplemental Educational Opportunity Grant, the Federal 
College Work-Study, and the Federal Stafford and Plus-Loan. In 
such cases, the regulations require that a portion of any refund be 
returned according to federal guidelines. Further, if a student with- 
draws, the institution must determine if any cash disbursement of 
Title IV funds, made directly to the student by the institution for 
non-instructional purposes, is an overpayment that must be repaid 
to the Title IV program. University policy developed to comply 
with the regulations at Boston College will be available upon 
request from the Financial Aid Office. 

National Student Loan Clearinghouse 

Boston College is a member of the National Student Loan 
Clearinghouse.The National Student Loan Clearinghouse is respon- 
sible for the processing of Student Loan Deferment forms for 
Subsidized and Unsubsidized Stafford, SLS, PLUS, and Perkins 
loans. 

Student deferment forms will be forwarded to the 
Clearinghouse by the Registrar's Office. For questions about a 
deferment request, contact the Clearinghouse at 
703-742-7791. 

FuU-Time Enrollment Status 

Undergraduate Full-Tinte Enrollment Status 

Freshmen, sophomores, and juniors are usually required to 
carry five three credit courses per semester; seniors four three credit 
courses per semester. 

Graduate Full-Time Enrollment Status 

College of Advancing Studies — 12 credits 

Graduate Arts and Sciences — 7 or more credits 

Graduate Nursing — 9 or more credits 

Graduate Education — 9 or more credits 

Carroll Graduate School of Management — 12 or more credits 

Graduate School of Social Work — 12 or more credits 

Law School — 1 2 or more credits 

All students are considered half-time with 6 credits. 



The Boston College Catalog 1998-1999 



17 



The University: Policies and Procedures 



take the Advanced Placement examinations given by the C.E.E.B. 
in May of each year. The examinations may be taken during sopho- 
more, junior, or senior year of high school. Official score reports 
must be sent directly to Boston College from the Educational 
Testing Service. Advanced placement is awarded in specific areas as 
noted below. 

NB: Unless a student earns a minimum of 18 advanced place- 
ment units, advanced placement does not substitute for any of the 
38 courses required for graduation. 

English: Students receiving a 3 on the A.P. English Language 
exam are required to take one semester of the Literature Core 
requirement. Students receiving a 3 on the A.P. English Literature 
exam are required to take one semester of the Writing Core require- 
ment. Students who receive a 4 or 5 on either English A.P. exam are 
considered to have fulfilled both the Literature and Writing Core 
requirements. 

History: The A.P. exam in American History does not fulfill 
the history Core requirement of two European history courses but 
it does fulfill the American Civilization requirement for the major. 
Students receiving a score of 4 or 5 on the A.P. exam in European 
History are considered to have fulfilled the Core requirement in 
history. 

Natural Science: Students receiving a 4 or 5 on the A. P. exam 
in Biology, Chemistry or Physics are considered to have fulfilled the 
Core requirement in Natural Science. 

Social Science: Students receiving a 4 or a 5 on the A.P. test in 
either Government, Politics or Economics are considered to have 
fulfilled half the social science requirement. Students who have 
received a 4 or 5 on two of the preceding exams are considered to 
have fulfilled the Core requirement in Social Science. 

Mathematics: Students receiving a score of 4 or more on the 
AB Calculus exam, or a 3 or more on the BC Calculus exam, are 
considered to have fulfilled the Core requirement in mathematics. 

Arts: Students receiving a score of 3 or more on the Art 
History or the Studio Art exam are considered to have fulfilled the 
Core requirement in Arts. 

Arts and Sciences and CSOM Foreign Language Proficiency 
Requirement. Students receiving a score of 3 or better on the A.P. 
foreign language exam or a score of 500 or better on the SAT II for- 
eign language exam have fulfilled the language proficiency 
requirement. 

Advanced placement can also be earned for college courses 
completed at an accredited institution prior to enrollment at 
Boston College in which the student has earned a grade of C or 
better. Official college transcripts of these courses should be for- 
warded to the Undergraduate Admission Office by August 1 . 

Should a student earn the equivalent of 1 8 or more credits — 
whether through superior performance on a minimum of three A.P. 
tests or through acceptance of at least six three-credit courses or any 
combination of these two methods — he or she will be eligible for 
advanced standing and the courses may be used for degree credit. 
All students must complete a minimum of 9 Core courses at 
Boston College and 38 courses will still be required for graduation 
unless exempted by a Dean. 

Early Admission 

Under the Early Admission Program, exceptional high school 
juniors are sometimes admitted to Boston College one year early. 
Early Admission candidates must obtain from their high school a 
letter stating that they have either completed all their requirements 
for graduation or they will receive their diploma after the freshman 



year at Boston College, and they must arrange for a personal inter- 
view at Boston College. Decisions on Early Admission applications 
are made after the receipt of the final grades in the junior year. 

International Student Admission 

International Students are expected to submit the same cre- 
dentials (transcripts, recommendations, SAT I and II, etc.) as 
American applicants. Any international student whose native lan- 
guage is not English is required to take the Test of English as a 
Foreign Language (TOEFL) exam. All documents should be sub- 
mitted in English. If the credentials must be translated, the original 
must be submitted along with the translation. 

Financial Aid 

Boston College offers a variety of assistance programs to help 
students finance their education. The Financial Aid Office adminis- 
ters federal financial aid programs that include Federal Stafford 
Loans, Federal Perkins Loans, and Federal College Work-Study as 
well as need-based institutional undergraduate grant and under- 
graduate scholarship programs and undergraduate state scholarship 
and loan programs. 

Financial Aid forms generally become available in the 
Financial Aid Office (Lyons Hall) each December for the following 
academic year. Students wishing to be considered for assistance 
from federal, state or institutional sources must complete all 
required forms. 

Most forms of assistance at Boston College, whether institu- 
tional, federal or state, are awarded on the basis of financial need. 
Need is defined as the difference between the total expenses of 
attending Boston College and the calculated ability of the family to 
contribute towards those expenses. Students with the greatest finan- 
cial need are given preference for most financial aid programs, and, 
hus, tend to receive larger financial aid awards. 

Application Information 

In order to be considered for need-based financial assistance, 
he following forms must be completed: 
Undergraduate: 

The Boston College Undergraduate Financial Aid 

Application/Validation Form 

The Free Application for Federal Student Aid (FAFSA) 

A signed copy of student's and parents' most recent Federal 

Tax Return with W-2s 

When requested, a Non-Custodial Parents' Statement and/or 

Business/Farm Supplement 

The College Scholarship Services Profile form, if a first time 

applicant Graduate: 

The Boston College Graduate Financial Aid 

Application/Validation Form 

The Free Application for Federal Student Aid (FAFSA) 

A signed copy of student's most recent Federal Tax Return, if 

selected for the federal verification process 

Note: Boston College graduate institutional funds (assistant- 
ships, fellowships, grants, scholarships, stipends, and tuition 
remission) are awarded by the individual graduate schools. Students 
who wish to be considered for these funds should contact the 
appropriate graduate school. It is important to note that receipt of 
these funds can affect eligibilit}' for need-based funds. 

The University's estimate of student's financial need is based 
on an analysis of the information supplied on the appropriate docu- 
ments listed above. A financial aid award or package will combine 
funds from various sources of assistance. These sources can include 
either institutional, federal or state (undergraduate only) funds and 
can be in the form of grant, loan or work. 



20 



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The University: Poiicies and Procedures 



All (undergraduate only) students applying for financial aid 
are expected to make application to their own state scholarship pro- 
gram (residents of Massachusetts, New Hampshire, Connecticut, 
Rhode Island, Vermont, Pennsylvania, District of Columbia, and 
Maine) as well as to the Federal Pell grant program. 

Graduate students are not eligible for assistance from state 
scholarship programs or from the Pell Grant Program. Students are 
expected to comply with all regulations governing the program(s) 
from which they receive assistance. 

Several assumptions are made in determining a student's finan- 
cial aid award. A primary assumption is that the student and the 
family have the first responsibility to pay college expenses. All stu- 
dents are expected to borrow a Federal Stafford Loan each year. 
Students are also expected to work on a limited basis (10-20 hours 
per week) during the academic year. 

Financial resources are limited. It is Boston College's intent to 
use these limited resources in such a way that the greatest number 
of students will benefit. Total financial assistance received by a stu- 
dent cannot exceed total need. In the event that a student receives 
other, "outside" assistance after Boston College has awarded aid, the 
student is required to report these awards to the Financial Aid 
Office and the University may be required to adjust the need-based 
aid it is offering. However, it is Boston College policy that the stu- 
dent will receive primary benefit from any outside award. Thus, an 
outside award will be used first, to reduce unmet financial need and 
second, to reduce a portion of the self-help component (work or 
Federal Perkins loan) of a financial aid award. Only after those con- 
siderations would scholarship or grant monies possibly be affected. 
"Outside" assistance is defined as any assistance awarded by any 
agency, department, etc., other than the Boston College Financial 
Aid Office. Assistance received from other University departments, 
such as Athletics, Housing, Graduate departments, etc., must be 
incorporated into the need-based package and can in fact reduce 
that need-based award. 

Students participating in the Foreign Study Program or 
Resident Assistant (RA) programs are encouraged to check with 
their financial aid counselor as this program may affect receipt of 
financial aid funds including Boston College Scholarship or Grant 
fiinds. 

Specific information on the various programs, conditions, and 
procedures, and the various financial aid deadline dates, can be 
found in the Boston College Student Guide, the Boston College 
Financial Aid Application/Validation Form, the Boston College 
Financial Aid Award Letter, and the Financial Aid Instruction 
Booklet. Students are expected to be familiar with the contents of 
these sources as well as all other materials or documents that may be 
distributed by the Boston College Financial Aid Office. 

General Information 

It is the student's responsibility to know and comply with all 
requirements and regulations of the financial aid programs in which 
they participate. Financial aid awards may be reduced or canceled if 
the requirements of the award are not met. Students receiving a 
Federal Perkins Loan and/or a Federal Nursing Student Loan are 
expected to accept responsibility for the promissory note and all 
other agreements that they sign. Students must comply with all 
Federal College Work-Study dates and deadlines. A student's work- 
study award may be canceled if he or she has failed to secure a job 
and to return the completed Hire Form by October 1. 

All financial aid awards are made under the assumption that 
the student status (full-time, part-time, half-time, enrollment in the 
College of Advancing Studies) has not changed. Any change in the 
student's status must be reported to the Financial Aid Office as it 



can affect the financial aid award. In addition, all financial aid 
applicants must be maintaining satisfactory progress in their course 
of study. Satisfactory academic progress is defined by the Dean of 
each school at Boston College. Students should check with their 
respective Deans for this definition. If a student is not maintaining 
satisfactory academic progress, the student should consult with his 
or her Dean to determine what steps must be taken to reestablish 
his or her status and, thus, eligibility to receive financial aid. 

Financial aid recipients have the right to appeal their financial 
aid award. However, the student should understand that Boston 
College has already awarded the best financial aid package possible 
based on the information supplied. Therefore, any appeal made 
should be based on new, additional information not already 
included in the student's original application material. An appeal 
should be made by letter to the student's financial aid counselor. 

When applying for financial aid, the student has the right to 
ask the following: 

• what the cost of attending is, and what the policies are on 
refunds to students who drop out. 

• what financial assistance is available, including information on 
all Federal, State, local, private, and institutional financial aid 
programs. 

• what the procedures and deadlines are for submitting applica- 
tions for each available financial aid program. 

• what criteria the institution uses to select financial aid recipi- 
ents. 

• how the institution determines financial need. This process 
includes how costs for tuition and fees, room and board, 
travel, books and supplies, personal and miscellaneous 
expenses, etc., are considered in the student's budget. It also 
includes what resources (such as parental contribution, other 
financial aid, student assets, etc.) are considered in the calcula- 
tion of need. 

• how much of the student's financial need, as determined by 
the institution, has been met. Students also have the right to 
request an explanation of each type of aid, and the amount of 
each, in their financial aid award package. 

• students receiving loans have the right to know what the inter- 
est rate is, the total amount that must be repaid, the length of 
time given to repay the loan, when repayment must start, and 
any cancellation and deferment provisions that apply. Students 
offered a Work-Study job have the right to know what kind of 
job it is, what hours are expected, what the duties will be, 
what the rate of pay will be, and how and when they will be 
paid. 

A student also has the responsibility to: 

• pay special attention to his or her application for student 
financial aid, complete it accurately, and submit it on time to 
the right place. Errors can delay the receipt of the financial aid 
package. 

• provide all additional information requested by either the 
Financial Aid Office or the agency to which the application 
was submitted. 

• read and understand all forms he or she is asked to sign, and 
keep copies of them. 

• perform in a satisfactory manner the work that is agreed upon 
in accepting a Federal College Work-Study job. 

• know and comply with the deadlines for applications or reap- 
plications for financial aid. 

• know and comply with the College's refund procedures. 



The Boston College Catalog 1998-1999 



21 



The University: Policies and Procedures 



• notify the Financial Aid Office and the lender of a loan (i.e., 
Federal Stafford Loan) of any change in name, address, or 
school status. 

• attend an Entrance Interview if he or she is a new loan bor- 
rower. 

• attend an Exit Interview prior to withdrawal or graduation. 

University Core Requirements 

As a Jesuit University, Boston College has as its heritage a 400- 
year tradition of concern for the integration of the intellectual, 
moral, and religious development of its students. The centerpiece of 
Jesuit education has always been a common curriculum that 
emphasizes the defining works of the humanities, sciences and 
social sciences. A special faculty committee, the University Core 
Development committee (UCDC), assists departments in develop- 
ing the content and methodology of these Core offerings. The 
committee also encourages the creation of new courses and interde- 
partmental programs. 

Many students report that Core courses open up for them 
issues and interests of which they had been previously unaware. 
Such a broadening of horizons is exactly what the Core program is 
intended to achieve. From this more informed perspective students 
are better equipped to make a wiser selection of a major. Students 
also discover that Core courses introduce them to the kind of think- 
ing that coordinates what they are learning in various disciplines 
and relates this learning to the moral significance and practical 
direction of their lives. 

The following requirements comprise the Core curriculum 
and are required for all students entering Boston College. 

1 course in Arts (Fine Arts, Music, Theatre) 

1 course in Cultural Diversity (The Cultural Diversity require- 
ment may be fulfilled by an appropriate course taken to fulfill 
another core requirement, a major requirement, or an elective) 

2 courses in History (Modern Fiistory I and II) 
1 course in Literature (Classics, English, Germanic Studies, 
Romance Language and Literatures, Slavic and Eastern 
Languages) 

1 course in Mathematics 

2 courses in Natural Science (Biology, Chemistry, 
Geology/Geophysics, Physics) 
2 courses in Philosophy 

2 courses in Social Sciences (Psychology in Education, 
Economics, Political Science, Psychology, Sociology) 
2 courses in Theology 
1 course in Writing 

First Year Experience 

The First Year Experience Office was created in 1990 as a 
response to the perceived needs of universities to orient and moni- 
tor more effectively the progress of freshman and transfer students 
during their first year. Research has strongly indicated that the ini- 
tial experience and the first months of a student's matriculation is 
pivotal to overall success. The First Year Experience concept at 
Boston College has a dual focus. First, to introduce the new stu- 
dents to the resources of the University so that they might 
maximize the integration of their gifts and skills with the challenge 
afforded them at Boston College. Second, to assist in the incultura- 
tion process whereby these new students come to understand, 
appreciate and act upon the uniqueness of Boston College as a 
Jesuit university in the Catholic tradition. The second stage is not 
seen as an exclusionary mark but rather as a foundational and guid- 
ing philosophy which underpins the efforts of all in the University 



community. The concept of "magis," for the greater, is seen as a way 
of understanding personal development and service to others as 
integral to our pursuit excellence. This vision we call Ignatian. 

The two elements of the First Year Experience practically come 
together in the first instance during the seven summer orientation 
sessions which extend over three days and two nights. A student 
program runs concurrently with a parent/guest program during 
each session. 

During the student program, academic advising and registra- 
tion of classes along with discussion of issues concerning diversity, 
alcohol, sexuality, service, learning resources and the intellectual 
and spiritual life are discussed. The forums for discussion are 
designed in a more interactive format with the assistance of care- 
fully selected and trained Orientation Leaders who are upper class 
students and peers. The components of the program are developed 
to inculturate spirit about Boston College and an acquaintance with 
the university's values and its expectations for its students. 

The parent/guest program seeks to develop themes surround- 
ing the issues of transition and adjustment which families will 
experience as a member enters college. Likewise, the issues of com- 
munity standard surrounding alcohol, sex, diversity and academic 
performance are addressed. 

In essence. First Year Experience is attempting to create what 
Ernest Boyer describes as the scholarship of engagement. It does so 
uniquely in the Jesuit tradition. It does it as a first rate academic 
institution interested in the development of character and a leader- 
ship for a more just and humane twenty-first century. 

Special Programs 

Cross Registration 

The Consortium 

Under a program of cross-registration, sophomores, juniors 
and seniors may take in each semester one elective course at either 
Boston University, Brandeis University, Hebrew College, Pine 
Manor College, Regis College or Tufts University if a similar course 
is not available at Boston College. 

Graduate students may cross register for one course each 
semester at Boston University, Brandeis and Tufts. M.B.A. students 
are not permitted to register at Brandeis University and students in 
the Graduate Finance program are not allowed to cross register at 
any of the universities. Undergraduate students (except freshmen) 
may cross register at Boston University, Brandeis, Hebrew College, 
Pine Manor, Regis and Tufts. 

To cross register follow the procedures below: 

• Obtain the Cross Registration form in Lyons 112 

• Obtain authorization from your Dean 

• Have the form signed by the host institution 

• Return the form to Lyons 1 12 by the appropriate date 

Yau will not receive credit for the class without returning the 
signed cross registration form. 

Graduate Consortium in Women's Studies at Radcliffe 

The Graduate Consortium in Women's Studies at Radcliflfe is 
an interinstitutional enterprise established to advance the field of 
women's studies and to enlarge the scope of graduate education 
through new models of team teaching and interdisciplinary study. 
Faculty and students are drawn from six member schools: Boston 
College, Brandeis, Harvard, Northeastern, MIT, and Tufts. 
Graduate students enrolled in degree programs at Boston College 
may take GCWS seminars with department permission and should 
follow the cross registration procedures described above under 
Consortium. 



22 



The Boston College Catalog 1998-1999 



'H) 



The University: Policies and Procedures 



Boston Theological Institute 

Students who want to cross register through the Boston 
Theological Institute (BTI) should pick up a cross registration peti- 
tion in the Theology Department (Carney 417) and return it with 
the appropriate authorization to Lyons 1 12 by the appropriate date. 
Students are expected to consult with their advisor or department 
chairperson before cross registering. Theology majors may take up 
to half of their courses through BTI. For further information call 
the Registrar's Office at 617-552-3300 or Maggie Galvin in the 
Theology Department at 617-552-8491. 

The following colleges and universities participate in the BTI 
cross registration program. 

Andover Newton School of Theology 

Boston University School of Theology 

Episcopal Divinity School 

Gordon-Conwell School of Theology 

Harvard Divinity School 

Holy Cross College (Greek Theology School) 

St. John's Seminary 

Weston School of Theology 

Undergraduate Faculty Research Fellows Program 

The Undergraduate Faculty Research Fellows Program enables 
students to gain firsthand experience in scholarly work by partici- 
pating with a faculty member on a research project. Faculty 
members select students, and students receive a monetary award 
based upon the scope and duration of the project. Academic credit 
is not granted through the program. All full-time undergraduates 
are eligible, although a limited number of students may be sup- 
ported each semester. Contact your Dean's Office for more 
information, or inquire with faculty directly to express your interest 
in being involved in their research. 

Honors Program 

All Boston College undergraduates are required to do an 
extensive Core curriculum in the humanities and the natural and 
social sciences. The Honors Program provides students with the 
opportunity to complete most of this Core in a four-year sequence 
of courses and academic challenges that provides an integrated lib- 
eral arts education of a kind one can find in few colleges or 
universities. On this solid foundation a student can then build a 
major concentration in one or more specialized disciplines. 

International Programs 

Each year more than four hundred students spend either all or 
part of the year studying abroad. Boston College administers pro- 
grams in Australia, Belgium, the Caribbean, Cuba, Denmark, 
Ecuador, France, Germany, Great Britain, Hong Kong, Italy, India, 
Ireland, Japan, Korea, Mexico, Morocco, The Netherlands, The 
Philippines, Poland, Russia, Scotland, and Spain. Students may also 
enroll at other approved universities abroad or in programs spon- 
sored by American colleges and universities or independent 
organizations. 

• Contact: Marian B. St. Onge, Office of International 
Programs, McGuinn 504. 

• For more information visit the Center for International 
Studies at http://www.bc.edu/bc_org/avp/acavp/inprg/. 

Australia 

Monash University 

Semester or full-year program at the 1994 Australian 
University of the Year. Undergraduate and graduate. 



University of Melbourne 

Semester or full-year program at one of Australia's most distin- 
guished research universities. Undergraduate and graduate. 

Melbourne Internship 

Six-week summer work opportunity in Melbourne. 
Undergraduate and graduate. 

Belgium 

European Experience 

Three-week May-June introduction to the European Union 
based in Louvain. Undergraduate and graduate. 

Britian 

Advanced Studies in England 

Semester or full-year program for American students based in 
Bath and run in collaboration with Oxford University. 
Undergraduate. 

Kings College 

Semester or full-year program for undergraduates across the 
disciplines including an excellent pre-medical program. 
Graduate law program examines international and compara- 
tive law. Internship component. Undergraduate and graduate. 

Lancaster University 

Semester or full-year program across the disciplines including 
excellent courses in the sciences for pre-medical students. 
Undergraduate and graduate. 

London School of Economics 

Full-year program in economics, international relations, and 
history. Undergraduate and graduate. 

Oxford University 

Full-year program for Arts and Science students at Manchester 
College, Mansfield College, and St. Edmund Hall. 
Undergraduate. 

Caribbean Islands 

Caribbean Studies 

Three-week Black Studies summer program in 
Barbados. Undergraduate and graduate. 

China 

Hong Kong University of Science and Technology 

Semester or full-year English-language program for CSOM 
students. Undergraduate and graduate. 

Nanjing University 

Semester or full-year program in one of China's elite universi- 
ties. Program in English and Chinese. Undergraduate and 
graduate. 

Social Policy and Human Services 

GSSW-sponsored 24-day field experience in China examining 
local social policy. Spring semester. Graduate. 

Hangzhou Internship 

Six-week summer work opportunity in the 
Shanghai/Hangzhou area. Undergraduate and graduate. 

Cuba 

Social Policy and Human Services 

GSSW-sponsored 1 5-day field experience in Cuba examining 
local social policy. Graduate. 

Denmark 

Copenhagen University 

Semester or full-year programs across the disciplines and of 
particular interest to students of political science. 
Undergraduate and graduate. 

Copenhagen Business School 

Semester or full-year programs for CSOM or economics stu- 
dents. Undergraduate and graduate. 



The Boston College Catalog 1998-1999 



23 



The University: Poiicies and Procedures 



Ecuador 

Universidad San Francisco de Quito 

Semester or full-year programs for students with Spanish-lan- 
guage skills across the disciplines, including Latin American 
and environmental studies. Undergraduate and graduate. 

Nursing Service Project 

Two-week field experience in Guayaquil over Christmas break. 
Undergraduate. 

France 

Critical Studies Paris 

Semester or full-year interdisciplinary program focusing on 
contemporary French thought. Undergraduate and graduate. 

University of Paris 

Semester or full-year program run in collaboration with the 
Mission Interuniversitaire des Echanges Franco-americains. 
Undergraduate and graduate. 

Ecole Normale Superieure 

Full-year exchange with France's foremost teachers' university. 
Graduate. 

University of Strasbourg 

Semester or full-year exchanges with the Political Science and 
Management Institutes at Robert Schuman University. 
Undergraduate and graduate. 

Strasbourg Internship 

Six-week summer work opportunity. Undergraduate and grad- 
uate. 

Institute for Management and Business Administration of Paris 

Semester program for undergraduates in CSOM or econom- 
ics. Curriculum in French and in English. Undergraduate. 

ESC Exchanges 

Semester or full-year programs in management for M.B.A. 
students in Bordeaux, Brest, and Clermont-Ferrand. Graduate. 

Germany 

Dresden Technical University 

Semester or full-year program with course offerings in the 
humanities, social sciences, and business. Undergraduate and 
graduate. 

Eichstatt Catholic University 

Semester or full-year program with special emphasis on 
Germanic studies. Undergraduate and graduate. 

India 

University of Madras, loyola College 

Fall semester program across the disciplines including a core 
course in Indian religious traditions. Undergraduate. 

Ireland 

Queens University Belfast 

Semester or full-year program across the disciplines in 
Northern Ireland's most distinguished university. 
Undergraduate and graduate. 

University College Cork 

Semester or full-year program across the disciplines with excel- 
lent Irish studies curriculum. Undergraduate and graduate. 

Trinity College Dublin 

Full-year program in management and the humanities at one 
of Europe's oldest institutions. Undergraduate and graduate. 

University College Dublin 

Semester or full-year program for M.B.A.s in marketing, 
financial services, organizational studies, and finance. 
Graduate. 



University College Galway 

Semester or full-year program with a special fall semester 
option for senior Irish studies students. Undergraduate and 
graduate. 

University of Ulster 

Semester or full-year program at Magee College in Northern 
Ireland. Undergraduate and graduate. 

Abbey Theatre Program 

Six-week summer theatre workshop. Undergraduate and gradu- 
ate. 

Dublin Internship Program 

Six-week summer work opportunity. Undergraduate and grad- 
uate. 

Israel 

Hebrew University 

Full year or semester program with the Rothberg School of 
Overseas Studies. Undergraduate and graduate. 

Italy 

Classical Studies Rome 

Semester program for junior classical studies majors or minors. 
Undergraduate. 

University of Parma 

Semester or full-year program for students with at least inter- 
mediate level Italian. Undergraduate and graduate. 

Florence Summer Program 

A three-week program with a focus in the Italian Renaissance 
art in Italy. Undergraduate. 

Japan 

Sophia University Tokyo 

Semester or full-year program with course offerings in English 
covering a wide range of disciplines. Undergraduate and gradu- 
ate. 

Korea 

Sogang University Seoul 

Academic exchange offering a wide range of courses in Korean 
and English. Undergraduate and graduate. 

Mexico 

Iberoamercana University 

Semester or full-year program in Mexico City for students 
with post-intermediate Spanish language skills. Undergraduate 
and graduate. 

Morocco 

Al Akhawayn University 

Semester or full-year program in Ifrane at a new private 
English-language university. Undergraduate. 

The Netherlands 

University of Amsterdam 

English courses available campus-wide. Undergraduate and 
graduate. 

University of Nijmegen 

Program in English literature and American Studies. 
Undergraduate. 

New Zealand 

Universit)! ofOtago 

M.B.A. students enroll in a course of study emphasizing col- 
laboration, communication, and peer management processes. 
Graduate. 



24 



The Boston College Catalog 1998-1999 



The University: Policies and Procedures 



The Philippines 

Anteneo de Manila University 

Fall semester program in English which combines coursework 
with a one-month service project. Undergraduate. 

Poland 

Jagiellonian University 

Semester or full-year program in politics, sociology, and Polish 
language, literature, and culture. Undergraduate and graduate. 

Russia 

St. Petersburg Study and Research Program 

Program at the Russian Academy of Science focusing on 
Russian literature, history, and language. Undergraduate and 
graduate. 

Scotland 

University of Glasgow 

Semester or full-year program in business, nursing, humani- 
ties, social sciences, fine arts, and law. Undergraduate and 
graduate. 

South Africa 

Rhodes University 

Semester or full year program of studies in Grahamstown for 
students across the disciplines. Undergraduate or graduate. 

Spain 

Universidad Pontificia Comillas de Madrid 

Full year program of studies in business for students with 
Spanish-language skills. Undergraduate and graduate. 

Universidad Autonoma de Madrid 

Semester or full year of studies across the disciplines for stu- 
dents with Spanish-language skills. Undergraduate and 
graduate. 

Universidad Pompeu Fabra Barcelona 

Studies in economics for students with Spanish-language 
skills. Undergraduate and graduate. 

Sweden 

Uppsala University 

Full-year or semester program in Sweden's elite university. 
Wide range of curricula in English. Undergraduate and gradu- 
ate. 

United States 

American University 

Semester program in Washington, DC, has an international 
economic development track that includes field study in 
Kenya and Costa Rica. Undergraduate. 

Other Opportunities 
M.Bj\. Summer Experience 

International program for M.B.A. students. Destination varies 
from year to year. Graduate. 

Overseas Student Teaching Program 

Students perform elementary or secondary student teaching 
practicums abroad. Undergraduate and graduate. 

Presidential Scholars European Program 

This program focuses on contemporary European history and 
politics from the French perspective. Undergraduate. 

Voiimteer Programs 

Short-term volunteer opportunities ave available during vaca- 
tion periods in Belize, Jamaica, Mexico, and Nicaragua. 
Undergraduate and graduate. 



Exchange Program 

The Washington Semester Program 

This semester-long program is offered in cooperation with 
American University in Washington, D.C. Students are housed at 
American University and work in one of a number of government 
jobs arranged by the program's local directors. They also attend 
seminars and conduct a lengthy research project. Students complet- 
ing this program receive one semester of academic credit. Interested 
students should contact Prof Dennis Hale, Political Science 
Department and the Office of International Programs. 

Pre-Professional Programs 

Prelegal Program 

Boston College offers pre-legal advisement through the Pre- 
Law Advisory Board, which is composed of faculty members and 
administrators who advise students about careers in law and about 
the academic and extracurricular programs that will best prepare 
them for entry into law school. The Board in cooperation with the 
Bellarmine Law Academy (the student pre-law association) and the 
Boston College Career Center present a series of panels each year 
on different aspects of the legal profession and the law school 
admission process. Members of the Board are also available to meet 
individually with students interested in law as a career whenever 
questions or concerns arise. While no particular major is preferred 
by law schools, it is recommended that students include at least 
some of the following courses in their programs of study: Logic, 
Mathematics, Law, Public Speaking, English (especially intensive 
writing courses). History, Sociology, and Political Science. You can 
indicate your interest in receiving announcements of Pre-Law pan- 
els and activities by filling out the card that you will receive at 
Orientation or in the mail. For further information, contact the 
Chairperson of the Pre-law Advisory Board, Dean Joseph Burns, 
Gasson 109,617-552-3272. 

Premedical/Predental Program 

Medical, veterinary, and dental schools welcome all good stu- 
dents, not just science majors. Thus, the student planning to pursue 
one of these careers may choose for his or her major field any one of 
the humanities, natural sciences, or social sciences. The specific 
requirements for admission to medical or dental school are one year 
each of the following college courses with a laboratory: General 
Chemistry, Organic Chemistry, Biology and Physics. In addition, 
medical and dental schools require one year of college level English. 
Many schools will require a year of mathematics, and a few will 
specifically require a year of calculus. A small number of schools 
will also require science electives in addition to those discussed 
above. 

Dr. Robert Wolff Higgins 610 (617-552-4663) is the 
Premedical and Predental advisor and Dean Joseph Burns, Gasson 
109 (617-552-3272) is the general advisor for Pre-professional stu- 
dents. If students are interested in the predental or premedical 
program, they should fill out the appropriate forms at Orientation. 

Advanced Placement: Health professions graduate schools 
vary in their attitudes toward Advanced Placement, so we suggest 
you contact individual schools if you have questions concerning the 
policy at specific institutions. If you are considering taking advan- 
tage of Advanced Placement opportunities, you should consult with 
the Premedical Office (617-522-4663) and with faculty advisor(s) 
in your potential major as your potential major may have different 
requirements than the premedical program. 

Course Scheduling: Gaining admission to health professions 
graduate school is highly competitive and we therefore recommend 



The Boston College Catalog 1998-1999 



25 



The University: Policies and Procedures 



Ecuador 

Uiiiversidad San Francisco de Quito 

Semester or full-year programs for students with Spanish-lan- 
guage skills across the disciplines, including Latin American 
and environmental studies. Undergraduate and graduate. 

Nursing Service Project 

Two-week field experience in Guayaquil over Christmas break. 
Undergraduate. 

France 

Critical Studies Paris 

Semester or full-year interdisciplinary program focusing on 
contemporary French thought. Undergraduate and graduate. 

University of Paris 

Semester or full-year program run in collaboration with the 
Mission Interuniversitaire des Echanges Franco-americains. 
Undergraduate and graduate. 

Ecole Normale Superieure 

Full-year exchange with France's foremost teachers' university. 
Graduate. 

University of Strasbourg 

Semester or full-year exchanges with the Political Science and 
Management Institutes at Robert Schuman University. 
Undergraduate and graduate. 

Strasbourg Internship 

Six-week summer work opportunity. Undergraduate and grad- 
uate. 

Institute for Management and Business Administration of Paris 

Semester program for undergraduates in CSOM or econom- 
ics. Curriculum in French and in English. Undergraduate. 

ESC Exchanges 

Semester or full-year programs in management for M.B.A. 
students in Bordeaux, Brest, and Clermont-Ferrand. Graduate. 

Germany 

Dresden Technical University 

Semester or full-year program with course offerings in the 
humanities, social sciences, and business. Undergraduate and 
graduate. 

Eichstatt Catholic University 

Semester or full-year program with special emphasis on 
Germanic studies. Undergraduate and graduate. 

India 

University of Madras, Loyola College 

Fall semester program across the disciplines including a core 
course in Indian religious traditions. Undergraduate. 

Ireland 

Queen's University Belfast 

Semester or full-year program across the disciplines in 
Northern Ireland's most distinguished university. 
Undergraduate and graduate. 

University College Cork 

Semester or full-year program across the disciplines with excel- 
lent Irish studies curriculum. Undergraduate and graduate. 

Trinity College Dublin 

Full-year program in management and the humanities at one 
of Europe's oldest institutions. Undergraduate and graduate. 

University College Dublin 

Semester or full-year program for M.B.A.s in marketing, 
financial services, organizational studies, and finance. 
Graduate. 



University College Galway 

Semester or full-year program with a special fall semester 
option for senior Irish studies students. Undergraduate and 
graduate. 

University of Ulster 

Semester or full-year program at Magee College in Northern 
Ireland. Undergraduate and graduate. 

Abbey Theatre Program 

Six-week summer theatre workshop. Undergraduate and gradu- 
ate. 

Dublin Internship Program 

Six-week summer work opportunity. Undergraduate and grad- 
uate. 

Israel 

Hebrew University 

Full year or semester program with the Rothberg School of 
Overseas Studies. Undergraduate and graduate. 

Italy 

Classical Studies Rome 

Semester program for junior classical studies majors or minors. 
Undergradua te. 

University of Parma 

Semester or full-year program for students with at least inter- 
mediate level Italian. Undergraduate and graduate. 

Florence Summer Program 

A three-week program with a focus in the Italian Renaissance 
art in Italy. Undergraduate. 

Japan 

Sophia University Tokyo 

Semester or full-year program with course offerings in English 
covering a wide range of disciplines. Undergraduate and gradu- 
ate. 

Korea 

Sogang University Seoul 

Academic exchange offering a wide range of courses in Korean 
and English. Undergraduate and graduate. 

Mexico 

Iberoamercana University 

Semester or full-year program in Mexico City for students 

with post-intermediate Spanish language skills. Undergraduate 

and graduate. 
Morocco 
Al Akhawayn University 

Semester or full-year program in Ifrane at a new private 

English-language university. Undergraduate. 

The Netherlands 

University of Amsterdam 

English courses available campus-wide. Undergraduate and 

graduate. 
University ofNijmegen 

Program in English literature and American Studies. 

Undergraduate. 

New Zealand 

University ofOtago 

M.B.A. students enroll in a course of study emphasizing col- 
laboration, communication, and peer management processes. 
Graduate. 



I 



I 



24 



The Boston College Catalog 1998-1999 



The University: Policies and Procedures 



The Philippines 

Anteneo de Manila University 

Fall semester program in English which combines coursework 
with a one-month service project. Undergraduate. 

Poland 

Jagiellonian University 

Semester or full-year program in politics, sociology, and Polish 
language, literature, and culture. Undergraduate and graduate. 

Russia 

St. Petersburg Study and Research Program 

Program at the Russian Academy of Science focusing on 
Russian literature, history, and language. Undergraduate and 
graduate. 

Scotland 

University of Glasgow 

Semester or full-year program in business, nursing, humani- 
ties, social sciences, fine arts, and law. Undergraduate and 
graduate. 

South Africa 

Rhodes University 

Semester or full year program of studies in Grahamstown for 
students across the disciplines. Undergraduate or graduate. 

Spain 

Universidad Pontificia Comillas de Madrid 

Full year program of studies in business for students with 
Spanish-language skills. Undergraduate and graduate. 

Universidad Autonoma de Madrid 

Semester or full year of studies across the disciplines for stu- 
dents with Spanish-language skills. Undergraduate and 
graduate. 

Universidad Pompeu Fabra Barcelona 

Studies in economics for students with Spanish-language 
skills. Undergraduate and graduate. 

Sweden 

Uppsala University 

Full-year or semester program in Sweden's elite university. 
Wide range of curricula in English. Undergraduate and gradu- 
ate. 

United States 

American University 

Semester program in Washington, DC, has an international 
economic development track that includes field study in 
Kenya and Costa Rica. Undergraduate. 

Other Opportunities 

M.BA. Summer Experience 

International program for M.B.A. students. Destination varies 
from year to year. Graduate. 

Overseas Student Teaching Program 

Students perform elementary or secondary student teaching 
practicums abroad. Undergraduate and graduate. 

Presidential Scholars European Program 

This program focuses on contemporary European history and 
politics from the French perspective. Undergraduate. 

Volunteer Programs 

Short-term volunteer opportunities ave available during vaca- 
tion periods in Belize, Jamaica, Mexico, and Nicaragua. 
Undergraduate and graduate. 



Exchange Program. 

The Washington Semester Program 

This semester-long program is offered in cooperation with 
American University in Washington, D.C. Students are housed at 
American University and work in one of a number of government 
jobs arranged by the program's local directors. They also attend 
seminars and conduct a lengthy research project. Students complet- 
ing this program receive one semester of academic credit. Interested 
students should contact Prof Dennis Hale, Political Science 
Department and the Office of International Programs. 

Pre-Professionai Programs 

Prelegal Program 

Boston College offers pre-legal advisement through the Pre- 
Law Advisory Board, which is composed of faculty members and 
administrators who advise students about careers in law and about 
the academic and extracurricular programs that will best prepare 
them for entry into law school. The Board in cooperation with the 
Bellarmine Law Academy (the student pre-law association) and the 
Boston College Career Center present a series of panels each year 
on different aspects of the legal profession and the law school 
admission process. Members of the Board are also available to meet 
individually with students interested in law as a career whenever 
questions or concerns arise. While no particular major is preferred 
by law schools, it is recommended that students include at least 
some of the following courses in their programs of study: Logic, 
Mathematics, Law, Public Speaking, English (especially intensive 
writing courses), History, Sociology, and Political Science. You can 
indicate your interest in receiving announcements of Pre-Law pan- 
els and activities by filling out the card that you will receive at 
Orientation or in the mail. For further information, contact the 
Chairperson of the Pre-law Advisory Board, Dean Joseph Burns, 
Gasson 109, 617-552-3272. 

Premedical/Predental Program 

Medical, veterinary, and dental schools welcome all good stu- 
dents, not just science majors. Thus, the student planning to pursue 
one of these careers may choose for his or her major field any one of 
the humanities, natural sciences, or social sciences. The specific 
requirements for admission to medical or dental school are one year 
each of the following college courses with a laboratory: General 
Chemistry, Organic Chemistry, Biology and Physics. In addition, 
medical and dental schools require one year of college level English. 
Many schools will require a year of mathematics, and a few will 
specifically require a year of calculus. A small number of schools 
will also require science electives in addition to those discussed 
above. 

Dr. Robert Wolff Higgins 610 (617-552-4663) is the 
Premedical and Predental advisor and Dean Joseph Burns, Gasson 
109 (617-552-3272) is the general advisor for Pre-professional stu- 
dents. If students are interested in the predental or premedical 
program, they should fill out the appropriate forms at Orientation. 

Advanced Placement: Health professions graduate schools 
vary in their attitudes toward Advanced Placement, so we suggest 
you contact individual schools if you have questions concerning the 
policy at specific institutions. If you are considering taking advan- 
tage of Advanced Placement opportunities, you should consult with 
the Premedical Office (617-522-4663) and with faculty advisor(s) 
in your potential major as your potential major may have different 
requirements than the premedical program. 

Course Scheduling: Gaining admission to health professions 
graduate school is highly competitive and we therefore recommend 



The Boston College Catalog 1998-1999 



25 



The University: Policies and Procedures 



very careful course planning during freshman year. In addition, pre- 
medical/predental requirements may or may not coincide with the 
requirements of your potential major. The average age for individu- 
als beginning medical school is approximately twenty-five. 
Therefore, most students do not enter health professions graduate 
school directly from college. We encourage students to consider 
spreading out their premedical/predental requirements over four, 
instead of three, years. Those students wYvo want to begin health 
professions graduate school immediately after graduation should 
plan to complete their premedical requirements by the end of the 
junior year, so that they can apply during the summer after their 
junior year. Therefore, evaluation and admissions decisions are 
based on a students records over three years. The program options 
listed below assume that an individual will be applying to health 
professions school after the junior year. 
Recommended Schedule for Premedical/Predental Students 

This schedule assumes requirements will be completed in three 
years. 
First Year Non-science majors: 

A variety of options are available for non-science majors. You 
should plan your science and mathematics courses in relation to the 
courses required in your potential major. BI 200-202, Introductory 
Biology and BI 110-112, General Biology fulfill health professions 
school requirements, but we recommend you take BI 200-202. 
Introductory Biology will prepare you better for the appropriate 
graduate school entrance exams and any upper level Biology elec- 
tives that you may eventually choose to take. Two options appear 
below, but other (well thought out) sequences are possible: 
Option A: Non-Science Majors 

BI 200-202 Introductory Biology* 

BI 1 1 1 - 1 1 3 General Biology Lab** 

CH 1 09- 11 General Chemistry 

• CH 111-112 General Chemistry Lab 
MT 100-101 Calculus 

• Two Additional Courses 

*CH 109-110 (General Chemistry) or its equivalent is a pre- 
requisite or corequisite for BI 200-202 (Introductory Biology). 

**If BI 111-113 (General Biology lab) is unavailable, BI 307 
(Laboratory Basis of Biological Investigation) may be substituted. 

Option B: Non-Science Majors 

CH 109-110 General Chemistry 

• CH 111-112 General Chemistry Lab 
MT 100-101 Calculus 

• Three Additional Courses 

Option B would require you to complete Introductory 
Biology, Organic Chemistry, and Physics during your sophomore 
and junior years. 
Freshman Year Biology majors: 

CH 1 09- 1 1 General Chemistry* 

• CH 111-112 General Chemistry Lab 
BI 200-202 Introductory Biology** 
MT 100-101 Calculus 

• Two Additional Courses 

*or the honors chemistry courses CH 117-118 Principles of 
Modern Chemistry and CH 119-120 Modern Chemistry 
Laboratory, by invitation of the instructor only. 

**BI 307 (Laboratory Basis of Biological Investigation) is gen- 
erally taken sophomore year. 
First Year Chemistry majors: 

CH 1 09- 1 1 General Chemistry* 

• CH 111-112 General Chemistry Lab 



PH 211-212 Physics 

PH 203-204 Physics Lab 

MT 102-103 Calculus 
• Two Additional Courses 

*or the honors chemistry courses CH 117-118 Principles of 
Modern Chemistry and CH 119-120 Modern Chemistry 
Laboratory, by invitation of the instructor only. 

Note: Most Chemistry majors take BI 200-202 Introductory 
Biology and BI 111-113 General Biology Laboratory during their 
Junior year. 

Presidental Scholars Program 

The Presidential Scholars Program offers applicants drawn 
from the top 1-2% of the national pool of students the opportunity 
to participate in an integrated four-year program which is uniquely 
expressive of Boston College's Jesuit heritage. Approximately fift:een 
Scholars are chosen from among Early Action applicants on the 
basis of academic excellence, leadership potential and a commit- 
ment to community service. The Program's purpose is to offer a 
group of extraordinary individuals the richest academic experience 
available at the University, one that encourages the pursuit of excel- 
lence both within and beyond the university walls. 

In addition to required membership in one of the University's 
Honors programs. Presidential Scholars participate in three summer 
programs: community service (after the freshman year), interna- 
tional travel and study (afi;er the sophomore year) and professional 
internship (after the junior year). They also meet regularly during 
the semester with leaders drawn from private enterprise, public ser- 
vice and academe. During their senior year. Scholars are required to 
undertake an independent research project and submit an honors 
thesis. 

University Capstone Courses 

The University Capstone program offers several integrative 
seminars each semester for seniors and second-semester juniors in 
all schools. The Capstone seminars address the struggle to integrate 
four crucial areas of life: work, relationships, society, and the search 
for higher meaning. Capstone seminars are taught by faculty from 
various schools and departments within Boston College, and are 
limited to 15 to 20 students. See the "University Courses" section. 

Reserve Officers Training Program 

Air Force Reserve Officer Training Program 

Through a cross-enrolled program with Boston University, 
interested Boston College students may participate in the Air Force 
Reserve Officer Training Corps Program. Scholarships (full and par- 
tial) are available to qualified students for four, three or two years 
and include tuition (full or partial), books, fees, and $150 per 
school month stipend. Academic specialties for scholarships include 
nursing, mathematics, physics, computer science, accounting, eco- 
nomics, management and business administration. All training, 
drills and classes are held at the BU campus. Service obligations are 
one year for each scholarship year (active duty) while pilots are 
obligated for eight years active duty after completion of flight 
school. To obtain further information, contact Associate Dean for 
Student Development Michael Ryan, 617-552-3470, or the 
Department of Aerospace Studies, Boston University, 617-353- 
4705. 

Army Reserve Officers Training Progra??t 

In cooperation with Northeastern University, the Army 
Reserve Officers Training Corps (ROTC) Program is offered to 
qualified Boston College students. Through the BC Extension 
Center, a majorit)' of the classes, drills, and training are conducted 



26 



The Boston College Catalog 1998-1999 



The University: Poiicies and Procedures 



on campus. Basic Course (freshman/sophomore) involves about 
two hours per week with no service obUgation (unless on scholar- 
ship) while Advanced Course (junior/senior) results in a Second 
Lieutenants commission and a service obligation. 

Advanced Course and scholarship students receive $150 per 
month while in school. ROTC Scholarships of four and three years 
are available to qualified students in a Tier System of funding at 
Tier lA-$20,000; Tier 1-$12,000; Tier 2-$9,000; Tier 3- $5,000; 
and Tier 4-$3,000 per year for tuition and up to $400 annually for 
fees and $450 annually for books, supplies and equipment. An 
incentives program from BC is also available. For more details, con- 
tact the Department of Military Science Extension Center at 
Boston College (Carney Hall 25) at 617-552-3230, or refer ques- 
tions to the Associate Dean for Student Development Michael 
Ryan, 617-552-3470. 

Navy Reserve Officer Training 

This program is available only to students in the School of 
Nursing. They may cross enroll in Navy Reserve Officer Training at 
Boston University. Three and four year programs exist with possible 
scholarships (all expenses except for room and board, with a $150 
per school month stipend) for qualified Nursing students. All 
classes and drills are held at Boston University. Scholarship students 
incur an active duty service obligation. For further information, 
please contact Associate Dean for Student Development Michael 
Ryan, 617-552-3470, or the Department of Naval Sciences, Boston 
University, 617-353-4232. 

Marine Corps Platoon Leaders' Class 

Available in connection with the Marine Officers Selection 
Office, Boston, the PLC Program is open to qualified freshmen, 
sophomores and juniors. No classes or training takes place during 
the academic year with the exceptions of informal meetings or par- 
ticipation in the "Semper Fi" Club. 

Student/candidates attend Officer Candidate School 
(Quantico, VA) training either in two 6 week sessions (male fresh- 
men/sophomores) or one 10 week session (male and female 
juniors/seniors). Pay and expenses are received during training. No 
commitment to the USMC is incurred after OCS until a degree is 
awarded and a Second Lieutenant's commission issued. Service 
obligations are then 3 1/2 years active duty or longer if aviation 
positions. 

Student/candidates may drop from the program at any time 
prior to commissioning. For more information, contact the Marine 
Officer Selection Office, Boston, at 617-451-3012. 

Academic Regulations 

In addition to being familiar with the Academic Regulations 
listed below, students are expected to know the academic regula- 
tions of their school as printed on subsequent pages of this Catalog, 
or in the appropriate individual school's bulletin. 

Academic Integrity 

Students at Boston College are expected to have high stan- 
dards of integrity. Any student who cheats or plagiarizes on 
examinations or assignments is subject to dismissal from the 
College. Cases involving academic integrity shall be adjudicated 
according to the policies and procedures of the appropriate school 
of college. 

Academic Grievances 

Any student who believes he or she has been treated unfairly 
in academic matters should consult with the Chairperson of the 



Undergraduate/Graduate Program or the Dean to discuss the situa- 
tion and/or to obtain information about relevant grievance 
procedures. 

Grading 

Undergraduate 

The grading system consists of twelve categories, as follows: A, 
A-, B+, B, B-, C+, C, C-, D+, D, D-, F. A is excellent; B is good; C 
is satisfactory; D is passing but unsatisfactory; F is failure. 

Students who are enrolled in a year-long course that is graded 
at the end of the year will receive a grade of "J" for the first semes- 
ter. The "J" grade is defined as "grade deferred." Students who 
withdraw from a course after the Drop/Add period will receive a 
grade of "W." Neither of these grades is included in the calculation 
of the grade point average. 

With the approval of the Dean of their school or college, stu- 
dents may be permitted to take courses for enrichment. These 
courses arc normally taken in the summer. Courses approved for 
enrichment only may, with the approval of the relevant department, 
go toward fulfilling a Core, major, or minor requirement. However, 
grades for courses taken for enrichment are not computed into the 
cumulative average, and are not counted toward the total course or 
credit requirement for graduation. 

A student's cumulative average is comprised of courses taken at 
Boston College, and does not include courses accepted in transfer. 
Information about a course failed remains on the student's record 
and 0.0 is still computed into averages even if the course is repeated 
with a passing grade; the later grade is also computed into averages. 

Grades will be mailed by the University Registrar's Office to 
each student shortly after the close of each semester. Any student 
who believes there is a grade discrepancy on a semester grade report 
should resolve the discrepancy within the first six weeks of the fol- 
lowing semester. 

Graduate 

In each graduate course in which he or she registers for gradu- 
ate credit, the student will receive one of the following grades at the 
end of the semester: A, A-, B+, B, B-, C, or F. In addition, students 
in the Law School may receive grades of C+, C- and D. The high 
passing grade of A is awarded for course work that is distinguished. 
The ordinary passing grade of B is awarded for course work that is 
clearly satisfactory at the graduate level. The low, passing grade of C 
is awarded for work that is minimally acceptable at the graduate 
level. The failing grade of F is awarded for work that is unsatisfac- 
tory. For Law School students, the grades of C-, and D may be 
awarded for work that is passing but unsatisfactory. 

Academic credit is granted for courses in which a student 
receives a grade of A, A-, B+, B, B-, or C. No academic credit is 
granted for a course in which a student receives a grade of F. Note: 
Students should consult the Academic Regulations section of their 
own school, or the appropriate Bulletin, for academic standards 
that apply to their individual degree programs. A Pass/Fail option is 
available for a limited number of courses, as stipulated by the 
School. Field Instruction in the Graduate School of Social Work, 
for example, is graded on a Pass/Fail basis. 



The Boston College Catalog 1998-1999 



27 



mBmm!ti»^. 



The University: Poiicies and Procedures 



Grading 


Scale 


In computing averages the following numerical equivalents for 


the twelve (12) letter grades are used: 


• A 


4.00 


• A- 


3.67 


• B+ 


3.33 


• B 


3.00 


• B- 


2.67 


• C+ 


2.33 


• C 


2.00 


• C- 


1.67 


D+ 


1.33 


• D 


1.00 


• D- 


.67 


• F 


00 



Incompletes and Deferred Grades 

Undergraduate 

A student who has not completed the research or written work 
for a course taken in the fall or spring semester or is absent from the 
course examination in either semester, may, with adequate reason 
and at the discretion of the instructor, receive a temporary grade of 
Incomplete (I). All such "I" grades will automatically be changed to 
"F" after six weeks in the semester following the semester in which 
the course was taken. 
Graduate 

All required work in any course must be completed by the 
date set for the course examination. A student who has not com- 
pleted the research or written work for a course, may, with adequate 
reason and at the discretion of the faculty member, receive an I 
(Incomplete). Except for extraordinary cases, the grade of I for any 
course shall not stand for more than 4 months. In extraordinary 
cases, the student may petition the appropriate Dean for an excep- 
tion. The Graduate School of Social Work requires that any faculty 
member asked, and agreeing, to extend an Incomplete for more 
than 30 days after the original exam/paper deadline, submit a desig- 
nated explanatory form to the office of the Dean. A Graduate 
School of Social Work student who fails to remove an I within the 
30 days, or to secure the extension form from the respective faculty 
member, will receive an F for the course. A Law School student 
who fails to remove an Incomplete for any course prior to gradua- 
tion will receive an F for the course. 

A J grade is recorded when the grade is deferred. 

Graduation 

The University awards degrees in May, August, and December 
of each year, although commencement ceremonies are held only in 
May. Students who have completed all requirements for the degree 
before a specific graduation date are eligible to receive the degree as 
of that date. 

In order to ensure timely clearance students should sign up for 
graduation in the Student Services Office by the deadline published 
in the Academic Calendar. University policy states that degree can- 
didates must be registered in the semester in which they graduate. 

Dean's List 

The Deans List recognizes the achievement of undergraduates 
semester by semester. The Dean's List classifies students in three 
groups according to semester averages: First Honors (3.700-4.000); 
Second Honors (3.500-3.699); Third Honors (3.300-3.499). In 
order to be eligible for Dean's List, students must also earn 12 t)r 
more credits and receive a passing grade in all courses; students who 



have withdrawn or failed a course and students who have received 
an incomplete grade or a "J" grade (see Grading Scale section, 
above) will not be eligible for the Dean's List. 

Degree With Honors 

Latin honors accompanying the degrees of Bachelor of Arts 
and Bachelor of Science are awarded in three grades. Summa cum 
Laude, with Highest Honors, is awarded to the top 4.5% of the 
graduating class; Magna cum Laude, with High Honors, is awarded 
to the next 9.5%; and Cum Laude to the next 15%. These percent- 
ages are based on the student's eight-semester cumulative average. 

Leave of Absence 

All degree candidates must register each semester until the 
degree is completed. Degree candidates not wishing to register or 
who want a leave of absence for a given semester must file the Leave 
of Absence form with their Dean's Office. 

To assure re-enrollment for a particular semester following a 
leave of absence, students must notify their Dean's Office at least six 
weeks in advance of the start of the registration period. 

Undergraduate students who take a leave of absence, subse- 
quently decide to enroll at another college and then wish to reenter 
Boston College, must apply through Transfer Admission. 

Readmission 

Students who desire readmission should initiate the process in 
the Office of the Associate Dean of their school or college. 
Applications for readmission should be made at least six weeks 
before the start of the semester in which the former student seeks to 
resume study. 

The appropriate Dean's Office will make the decision on the 
readmission application. The decision will be based on a considera- 
tion of the best interests of both the student and the University. 

Note: Students requesting readmission to the Graduate School 
of Social Work must contact the Director of Social Work 
Admissions at least one semester before their intended return to 
insure appropriate class and field placement. 

Student Absence from a Semester Examination 

Students will have to arrange with the professor for making up 
a semester examination that they have missed. Professors are asked 
to announce the time and manner by which students must notify 
them of absence and make arrangements for taking the absentee 
examinations. If, in particular courses, announcements about 
absentee examinations are not made, students should ask the pro- 
fessors to specify the acceptable excuse(s) for absence and the 
manner and time of notification and of arrangements for the make- 
up examination. 

The only exception to the foregoing is the case where the stu- 
dent, because of an extended illness or serious injury, will miss all or 
most of his or her examinations and be unable to make up exami- 
nations for a week or more beyond the period scheduled for 
semester examinations. In such cases, the student or his or her fam- 
ily should call the Office of the Associate Dean of his or her college 
as soon as the prospect of extended absence becomes clear. 

Student Absences for Religious Reasons 

Any student who is unable, because of his/her religious beliefs, 
to attend classes or to participate in any examination, study, or 
work requirement on a particular day shall be excused from any 
such examination, or study or work requirement, and shall be pro- 
vided with an opportunity to makeup such examination, study or 
work requirement that may have been missed because of such 
absence on any particular day. However, such makeup examination 



28 



The Boston College Catalog 1998-1999 



The University: Policies and Procedures 



or work shall not create an unreasonable burden upon the 
University. No fees will be charged and no adverse or prejudicial 
effects shall result to -any student who is absent for religious reasons. 

Transfers Within Boston College 

Matriculated students wishing to transfer from one undergrad- 
uate college to another within Boston College should contact the 
Dean's Office of the school to which admission is sought. Freshmen 
should wait until late March to initiate this process; other classes 
usually make inquiries in late October or in late March. The college 
administration involved in these procedures are as follows: 

College of Arts and Sciences 

• Associate Dean Burns — Gasson 109 

• Associate Dean Green — Gasson 109B 

• Senior Associate Dean McHugh — Gasson 104 

• Associate Dean O'Keeffe — Gasson 109 

School of Education 

• Assistant Dean for Students and Outreach Cawthorne — 
Campion 104A 

Carroll School of Management 

• Associate Dean Keeley — Fulton 360A 

School of Nursing 

• Associate Dean Higgins — Gushing 202 

Transcript of Record 

A record of each student's academic work is prepared and 
maintained permanently by the Office of the University Registrar. 
While cumulative averages for academic majors are made available 
to students who are currently enrolled, these averages are not main- 
tained as part of a student's permanent academic record. Only the 
student's final overall cumulative average appears on the permanent 
record (transcript). 

For students in the Law School and the Graduate Schools of 
Management, Education, Nursing and Social Work, the transcript 
includes the final cumulative average; no cumulative average is 
presently maintained for students in Graduate Arts and Sciences. 

Note: Students in Education and Nursing who entered their 
degree program prior to June 1994 will not have a cumulative aver- 
age maintained. 

Transcript requests must be submitted in writing to: Transcript 
Requests, Office of the Registrar, Lyons Hall 113, Boston College, 
Chestnut Hill, MA 02167. 

Usually requests are processed within 24-48 hours of receipt. 
University policy prohibits the issuance of partial transcripts. 

Transcript/Diplonia Holds 

Diplomas will not be issued, nor transcript requests honored, 
for any student with an outstanding financial obligation to the 
University. The same policy applies to any student who does not 
complete the required loan exit inten.'iew. 

Withdrawal from a Course 

Students who withdraw from a course after the first five class 
days of the semester but before the last three weeks of class will have 
a "W recorded in the grade column of their permanent record. To 
withdraw from a course after the registration period, students 
should go to the Office of the Associate Dean for their school. 
Students will not be permitted to drop courses during the last three 
weeks of classes or during the exam period. Students who are still 
registered at this point will receive a final grade for the semester. 

Withdrawal from Boston College 

Students who wish to withdraw from Boston College in good 
standing are required to file a Withdrawal Form in the Dean's 



Office. In the case of students who are dismissed for academic or 
disciplinary reasons, the appropriate college administrator will com- 
plete this form. 

University Degree Requirements 

The requirement for the Bachelor's Degree in the undergradu- 
ate day colleges is the completion with satisfactory cumulative 
average (at least 1.5 in CSOM, all others require a minimum aver- 
age of 1.667) of at least 38 three-credit courses, or their equivalent, 
distributed over eight semesters of full-time academic work. The 
University Registrar sends every degree candidate a degree audit 
each semester. Core and major requirements stated in the Catalog 
may, in exceptional circumstances, be waived or substituted by the 
student's Dean or major department. Such exceptions must be com- 
municated in writing to the Office of the University Registrar. 
Acceleration of degree programs is possible in exceptional circum- 
stances, provided Dean's approval is obtained at least two full 
semesters before early graduation and University policies governing 
acceleration are followed. 

University (Senior) Awards and Honors 

College of Arts and Sciences 

Scholar of the College: For unusual scholarly and/or creative tal- 
ent as demonstrated in course work and the Scholar's Project. 
Candidates for Scholar of the College are nominated by the depart- 
ment Chairperson and selected by the Dean in their junior year. 

Order of the Cross and Crown: For men and women who, while 
achieving an average of at least 3.5, have established records of 
unusual service and leadership on the campus. 

Bapst Philosophy Medal: For overall outstanding performance 
in philosophy courses. 

Andres Bello Award: For excellence in Spanish. 

George R Bemis Award: For distinguished service to others. 

Albert A. Bennett Award: For a high level of mathematical 
achievement and interest in and desire for a career in teaching. 

Wendy Berson Award: For excellence in Romance Languages. 

Alice Bourneuf Award: For excellence in Economics. 

Francis A. Brick Award: For outstanding character, loyalty, 
leadership, and scholarship during four years at Boston College. 

Brendan Connolly, SJ. Award: For outstanding love of books 
and learning. 

Matthew Copithorne Scholarship: For a graduating senior who 
exhibits exemplary qualities of character, industry and intelligence 
and plans to do graduate study at Harvard or M.I.T. 

Cardinal Cushing Award: For the best creative literary compo- 
sition published in a Boston College undergraduate periodical. 

The John Donovan Award: For the best paper for a sociology 
course. 

Patrick Durcan Award: For overall outstanding performance in 
history courses. 

Maeve O'Reilly Finley Fellowship: For a graduating senior or 
Boston College graduate student who has demonstrated outstand- 
ing achievement in Irish Studies and who will enter an Irish 
university graduate program. 

Mary A. and Katherine G. Finneran Commencement Award: Yoi 
outstanding success in studies while also devoting time and talents 
to other activities for the enrichment of the college and student life. 

Thomas I. Gasson, SJ. Award: For a distinguished academic 
record over four years. 

General Excellence Medal: For general excellence in all branches 
of studies during the entire four years at Boston College. 

Princess Grace of Monaco Award: For excellence in French. 



The Boston College Catalog 19981999 



29 



The University: Policies and Procedures 



Janet Wilson James Essay Prize: For an outstanding Senior Essay 
in the area of Women's Studies. 

William A. Kean Memorial Award: To the outstanding English 
major. 

Bishop Kelleher Award: For the best writing in poetry pub- 
Hshed in a Boston College undergraduate publication. 

William J. Kenealy, S.J. Award: For distinction in both acade- 
mic work and social concern. 

Mark J. Kennedy Medical Scholarship: For a student who has 
been accepted to a medical school and who has been outstanding in 
character, leadership and scholarship. 

Joseph M. Larkin, S.J. Award: For the senior member of the 
Boston College Dramatics Society who has most clearly exhibited 
the qualities of dedication and integrity exemplified by the life and 
career of Rev. Joseph M. Larkin, S.J. 

Allison R. Macomber, Jr. Award in the Fine Arts: For outstand- 
ing work in the Fine Arts. 

Richard and Marianne Martin Award: For excellence in Art 
History and Studio Art. 

John W. McCarthy, S.J. Award: For the outstanding project in 
the sciences, humanities and social sciences. 

Albert McGuinn, S.J. Award: For excellence in a science or 
mathematics major combined with achievement — either academic, 
extracurricular, or a combination of both — in the social sciences or 
humanities. 

Henry J. McMahon Award: For a graduating senior who has 
been accepted at a law school and has been distinguished by schol- 
arship, loyalty, and service to the College. 

John E Norton Award: For the student who best personifies the 
tradition of humanistic scholarship. 

Cardinal O'Connell Theology Medal: For overall outstanding 
performance in theology courses. 

John H. Randall III Award: For the best essay on American lit- 
erature or culture during the previous year. 

Mary Werner Roberts Award: For the best art work published in 
the Stylus this year. 

Secondary Education Award: For a student in the College of 
Arts and Sciences who has completed the Secondary Education 
Program within the School of Education and has achieved distin- 
guished success as a student teacher. 

Harry W. Smith Award: For use of personal talents to an excep- 
tional degree in the service of others. 

Joseph Stanton Award: For a student who has been accepted to 
a medical school and who has been outstanding in character, loy- 
alty, leadership, and scholarship at Boston College. 

Tully Theology Award: For the best paper on a theological sub- 
ject. 

Max Wainer Award: For the senior who is deemed the out- 
standing student in classics. 

Nominations for these awards may be submitted to the Office 
of the Dean. 

School of Education 

General Excellence Award: An award presented by the Boston 
College School of Education to a senior who qualifies for a teaching 
certificate and has at the same time manifested outstanding achieve- 
ment in all courses of study during four academic years. 

The Saint Edmund Campion Award: An award presented by 
the Boston College School of Education for excellence in an acade- 
mic major. 



The Council for Exceptional Children Award: An award pre- 
sented to a member of the Boston College Chapter of the Council 
for Exceptional Children for demonstration of unusual service to 
the care and education of children with disabilities. 

The Patricia M. Coyle Award: This award is given to the gradu- 
ating senior in Early Childhood Education who is a clear thinker in 
the field, able to translate the theories of child development and 
learning into the practice of teaching young children with enthusi- 
asm and love, and a person who is a thoughtful, reflective teacher, 
perceptive and sensitive to the needs of children. 

The Rev. Charles E Donovan, S.J., Award: This award is pre- 
sented to a member of the Senior Class in honor of Charles F. 
Donovan, S.J., founding Dean of the School of Education. Selected 
by the members of the class, the recipient of this award exhibits 
superior leadership, academic, and innovative qualities, and demon- 
strates excellence in professional and personal commitment, with a 
genuine concern for the needs and values of others. 

The Dr. Marie M. Gearan Award: An award presented in 
honor of Professor Gearan, a member of the original faculty and the 
first Director of Student Teaching, to a member of the senior class 
for outstanding academic achievement, campus leadership, and dis- 
tinguished success as a student teacher. 

The Blessed Richard Gwyn Award: An award presented by the 
Boston College School of Education to a member of the senior class 
for outstanding promise as a secondary teacher. 

The Rev. James E Moynihan, S.J., Award: This award is pre- 
sented by the Boston College School of Education in honor of 
James F. Moynihan, S.J., first Chairperson of the Psychology 
Department and Professor of Psychology in Education for many 
years. The award is given to a student in the Human Development 
Program who has shown superior scholarship, contributed cre- 
atively to the well-being of others, and has manifested dedication 
and commitment to the enhancement of the human development 
process. 

The Karen E. Noonan Award: This award is given to the gradu- 
ating senior in Early Childhood Education who has the qualities of 
a "natural" teacher of young children; a person who can communi- 
cate warmth and a sense of excitement for learning; a person who 
loves the exhilaration of working with challenging students, and 
making each child in the classroom feel important and unique. 

The Mr. and Mrs. Vincent P. Roberts Award: An award pre- 
sented to a member of the senior class who is distinguished for 
loyalty to the ideals and purposes of the School of Education. 

The John A. Schmitt Award: An award presented to a member 
of the senior class who, like Professor Schmitt, has consistently 
demonstrated compassion for his or her fellow human beings, 
integrity in his or her dealings with others, diligence in his or her 
profession, and courage in the pursuit of what he or she believes to 
be right. 

The Rev. Henry P. Wennerberg, S.J. Award: An award presented 
in Honor of Father Wennerberg, S.J., the first spiritual counselor in 
the School of Education, to a member of the senior class who is 
outstanding for participation and leadership in school and campus 
activities. 

The John J. Cardinal Wright Award: A good teacher is one who 
is dedicated to the art of motivating his or her students to learn. 
This award, in honor of His Eminence, John J. Cardinal Wright, is 
presented to that senior who has shown expert use of his or her cre- 
ativity and imagination in the area of motivation, and at the same 
time dedicated himself or herself to high educational ideals. 



30 



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The University: Poucies and Procedures 



Carroll School of Management 

The Reverend Thomas I. Gasson, S.J. Award: Founded by 
Boston College for general excellence in all courses of study during 
the four years in the School of Management. 

The Andersen Consulting Award: Awarded to the student who, 
by the vote of the Department Faculty, has demonstrated outstand- 
ing achievement in the major field of Computer Science. 

The John B. Atkinson Award: Founded by John B. Atkinson for 
excellence in all courses studied in the major field of Operations 
and Strategic Management. 

Finance Department Outstanding Student Award: Awarded 
annually, by decision of a faculty committee of the Finance 
Department, to an outstanding senior majoring in Finance. 

The Edgar E Huse Memorial Award: An award presented annu- 
ally by the faculty for excellence in Organizational Studies and 
Human Resource Management. 

The Reverend Charles W. Lyons, S.J. Award: Founded by Boston 
College for general excellence in all courses studied in the major 
field of Accounting. 

The Patrick A. O'Connell Finance Award: Founded by Patrick 
A. O'Connell for excellence in all courses studied in the major field 
of Finance. 

The Patrick A. O'Connell Marketing Award: Founded by 
Patrick A. O'Connell for excellence in all courses studied in the 
major field of Marketing. 

The Procter & Gamble Award: Presented annually on behalf of 
Procter & Gamble to an outstanding marketing student who has 
shown significant academic growth and business community contri- 
butions. 

The Eric Allen Serra Award: Established in 1 993 by the friends 
of Eric Allen Serra and awarded to a graduating senior who is 
actively involved in the BC Community and best represents the 
attributes for which Eric is remembered by his friends. 

The James E. Shaw Memorial Award: hn award given to seniors 
in the Carroll School of Management who have been accepted to a 
recognized Law School. 

The Rev. Stephen Shea, S.J. Award: Awarded to the senior who 
has attained the highest average in all courses in Philosophy during 
four years in the Carroll School of Management. 

The James D. Sullivan, S.J. Award: Awarded to a senior judged 
outstanding in character and achievement by a faculty committee. 

The Matthew J. Toomey Award: Presented annually by Mr. 
Knowles L. Toomey to honor the outstanding student in the 
Carroll School of Management Honors Program. 

The Wall Street Journal Award: An award given to the senior 
who, in the opinion of the faculty committee, has demonstrated 
outstanding achievement in his or her major field of study. 

School of Nursing 

The Diolinda B. Abilheira Nursing Scholarship was established 
in 1991 by Diolinda B. Abilheira in honor of her mother to assist 
qualified nursing students in meeting their financial obligations 
while studying at Boston College. 

The Margaret Callahan Anderson Memorial Scholarship is 
awarded to honor Mrs. Anderson, to recognize her dedication to 
nursing, and to assist financially a nursing student in the comple- 
tion of his or her nursing program. 

The Vera Crossley Condon Scholarship is awarded to a student 
who is in financial need, who demonstrates academic excellence, 
who has a desire to work with the mentally retarded, and who also 
is an asset to the profession of nursing and to Boston College 
School of Nursing. 



The Samuel P. DiMeo Scholarship is awarded to a student who 
is in financial need, who demonstrates academic excellence and a 
potential for a successful career in nursing, and who also is an asset 
to the profession of nursing and to the Boston College School of 
Nursing. 

The Elaine Gordon Scholarship is awarded to a registered nurs- 
ing student who has completed one year of full-time study at 
Boston College School of Nursing. 

The Rev. Edward J. Gorman S.J., Scholarship is a scholarship 
awarded to a junior nursing student whose nursing care exemplifies 
the ideals of humanistic nursing practice. Emphasis is placed on the 
personal and professional characteristics of respect for the value of 
human life, the individuality of people, and demonstrated leader- 
ship in the student and student-faculty activities of the School of 
Nursing. 

The Rita P. Kelleher Scholarship is awarded to a sophomore 
who is in financial need and is in good academic standing. The 
recipient must demonstrate service to the School of Nursing, the 
profession, the University, and the community. 

The Mary E. Love Scholarship is awarded to a sophomore or 
junior who is in financial need, who demonstrates a potential for a 
successful career in nursing, and who is an asset to the profession of 
nursing and to the Boston College School of Nursing. 

The BCSNA Scholarship is given annually to a student cur- 
rently enrolled in the Boston College School of Nursing and who 
has completed 91 credits. 



The Boston College Catalog 1998-1999 



31 



Arts and Sciences 



College of Arts and Sciences 



Undergraduate College of Arts and 
Sciences 

The College of Arts and Sciences is the undergraduate liberal 
arts college of the University. Its graduates earn the academic degree 
of either Bachelor of Arts (A.B.) or Bachelor of Science (B.S.), 
depending upon the major field. A student's program consists of 
Core curriculum courses, a major and elective courses. A degree 
from the College of Arts and Sciences provides preparation for 
graduate study in the major field or a related field. It also furnishes 
sufficient breadth of information and exposure to methods of 
inquiry so that, either alone or with additional training provided by 
the professional schools or employers, the student can effectively 
enter any one of a wide variety of careers. 

Core courses reflect the Jesuit tradition of an integrated cur- 
riculum. Through them a student learns how disciplines examine 
perennial human and world issues differently and becomes 
acquainted with their methodology and history. The student can 
then relate this learning to the moral significance and practical 
direction of his or her life. 

A major is a systematic concentration of courses taken in a 
given academic discipline that enables a student to acquire a more 
specialized knowledge of the discipline, its history, its methodolo- 
gies and research tools, its subfields and the areas of concern in 
which the discipline is presently involved. This is done by means of 
a hierarchical sequence of courses or appropriate distribution 
requirements. Majors are available in the following fields: Art 
History, Biochemistry, Biology, Chemistry, Classics, 
Communication, Computer Science, Economics, English, 
Environmental Geosciences, Geology, Geophysics, Germanic 
Studies, History, Latin, Linguistics, Mathematics, Music, 
Philosophy, Physics, Political Science, Psychology, Romance 
Languages and Literatures, Russian, Slavic Studies, Sociology, 
Studio Art, Theatre, and Theology. Some departments offer a 
minor for students who wish to complement their major with 
intensive study in another area. An Independent Major, involving 
courses from several departments, is also available under certain 
conditions for students whose needs cannot be satisfied by the 
offerings of a single department. In addition, students with a special 
interest in certain interdisciplinary fields may complete a minor in 
these areas. A student may choose more than one major, but in each 
must fulfill the minimum requirements set by the Department and 
the College. 

Because of the diversity offered by the College of Arts and 
Sciences, it is important that each student exercise care, both in the 
selection of a major and in the selection of courses in the major, as 
well as in the Core curriculum, and electives. Students, particularly 
those with even a tentative interest in major fields (e.g., languages, 
sciences, mathematics or art) which are structured and involve 
sequences of courses, should begin selection of their major and 
related courses at an early date. Students considering a career in 
medicine or dentistry should begin in the freshman year to fulfill 
the requirements for admission to professional schools in these 
areas. 

To ensure a coherent, well-developed program, students must 
meet with their faculty advisor before registration for each semester. 
They should also consult with other faculty, students, the Deans, 
the Premedical and Prelaw advisors, the Counseling Office, and the 
Career Center. 



Information for First Year Students has been included in the 
sections pertaining to the Core curriculum and departments and 
programs. First Year Students should register initially for a Writing 
or Literature course, introductory major courses, and courses that 
fulfill other Core or language requirements and/or introduce them 
to potential fields for a major. 

Academic Regulations 

These Academic Regulations are effective from September of 
the academic year printed on the cover and binding of this Catalog 
except where a different date is explicitly stated in a particular 
Regulation. If, after a student has withdrawn from Boston College, 
there have been changes in the Academic Regulations, and if the 
student is subsequently readmitted to the College, the Regulations 
in effect at the time of return apply. 

Each student is expected to know the Academic Regulations 
presented below. 

Requirements for the Degree 

LI The requirement for the Bachelor's Degree is the comple- 
tion, with satisfactory cumulative average (at least L667), of at least 
38 one-semester courses (each carrying a minimum of three semes- 
ter-hour credits), normally distributed over eight semesters of four 
academic years. Within this requirement, all students must com- 
plete the Core curriculum and a major of at least 10 courses and 
must fulfill the language proficiency requirement. Thirty-two of the 
required 38 courses must be in Departments of the College of Arts 
and Sciences. The remaining 6 courses may be chosen from the 
offerings at the Boston College professional schools. 

1.2 The following courses comprise the Core curriculum and 
are required for all students entering Boston College: 

• 1 course in Writing 

• 1 course in Literature (Classics, English, Germanic Studies, 
Romance Languages and Literatures, Slavic and Eastern 
Languages) 

• 1 course in the Arts (Fine Arts, Music, Theatre) 

• 1 course in Mathematics 

• 2 courses in History (Modern History I and II) 

• 2 courses in Philosophy 

• 2 courses in Social Sciences (Economics, Political Science, 
Psychology, Psychology in Education, or Sociology) 

• 2 courses in Natural Science (Biology, Chemistry, 
Geology/Geophysics, Physics) 

• 2 courses in Theology 

• 1 course in Cultural Diversity 

The Cultural Diversity requirement may be flilfilled by an 
appropriate course taken to fulfill another Core requirement, a 
major requirement, or an elective. 

Identification of the courses that will satisfy the Core can be 
determined by reference to each semester's Schedule of Courses. 

1.3 All students in the College of Arts and Sciences must 
before graduation demonstrate proficiency at the intermediate level 
in a modern foreign language or in a classical language. Proficiency 
may be demonstrated by a satisfactory score on a standardized 
exam, by passing an exam administered by a Language Department, 
or by successful completion of the second semester of course work 
at the intermediate level or one semester above the intermediate 
level. Fulfillment of the proficiency requirement by examination 
does not confer course credit. 



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Arts and Sciences 



1.4 Each major within the College of Arts and Sciences 
requires at least 10 courses. No more than 12 courses for the major 
may be required from any one department. Two of these may be 
taken at the introductory level, at the discretion of the department. 
For the remainder of the courses, each department may designate 
specific courses or distribution requirements either within or out- 
side the department to assure the desired coherence and structure of 
the major program. 

1.5 It is possible for a student to major in two fields, but for 
each major all requirements must be satisfied, and no course may 
count toward more than one major or toward a major and a minor. 

Normal Program, Overloads, Acceleration 

2.1 Freshmen, sophomores, and juniors are usually required to 
carry five courses per semester; seniors, four courses per semester. 
Students may take up to 2 elective courses in the summers before 
their sophomore and junior years in order to reduce their course 
load by 1 course a semester during those years. Freshmen and 
seniors may not reduce their course load. Students who fail to com- 
plete the normal requirements for their status by failure, or 
withdrawal from a course, or by underloading, incur a course 
deficiency(cies). Students should make up deficiencies as soon as 
possible (see 5.4). Full-time status for a student in any class requires 
enrollment in at least four courses in each semester. 

2.2 Tuition shall apply per semester as published even if a 
minimum full-time load or less is carried. 

2.3 Students who have earned in a full course load at least a 
3.0 overall average or a 3.0 average in the semester immediately 
prior to the one for which the overload is sought may register for a 
sixth course. Students should register on-line for the sixth course 
during the first week of class, and must notify the Dean by the sixth 
week of classes whether they wish to drop the course or keep it for 
credit. Students whose averages are between 2.0 and 3.0 may, under 
exceptional circumstances, be allowed by a Dean to enroll in a sixth 
course. Students are not permitted to take a sixth course in their 
first semester at Boston College. 

All students taking a sixth 3-credit course for acceleration will 
be charged at the prevailing credit-hour rate. 

2.4 The only courses that a student, after admission to Boston 
College, may apply towards an Arts and Sciences degree (whether 
for Core, major, or total course requirements) will be those taken at 
Boston College in a regular course of study during the academic 
year. The Deans of the College of Arts and Sciences are authorized 
to grant exceptions to the provisions of this regulation for the fol- 
lowing situations: 

• official cross-registration programs 

• the Foreign Study Program 

• official college exchange programs 

• special study programs at an academic institution other than 
Boston College 

• subject to certain restrictions, courses in the College of 
Advancing Studies 

• courses approved to make up deficiencies as specified in 5.4. 
For any of the above exceptions, students must obtain in 
advance written approval from a Dean of the College of Arts 
and Sciences. 

2.5 After being in residence for at least three semesters, and at 
least two full semesters prior to the proposed date of graduation, 
students may apply to the Dean of the College of Arts and Sciences 
(Gasson 104) to accelerate their degree program by one or two 
semesters. Students must present a minimum cumulative average of 
3.2; they will be considered for approval only for exceptional rea- 



sons. In accordance with University policies governing accelerated 
programs of study, the following will also be applicable: (1) 
Summer courses intended for acceleration must be taken at Boston 
College and must be authorized in advance by a Dean. (2) 
Overload courses taken for acceleration will carry an extra tuition 
charge. This includes fifth courses taken during senior year. (3) 
Students transferring into Boston College with first semester sopho- 
more status or above are not eligible to accelerate their program of 
study. 

Pass/Fail Electives 

3.1 Non-freshmen are eligible to enroll on-line in a course on 
a Pass/Fail basis anytime during the registration period. 

3.2 No student may take more than 6 Pass/Fail courses for 
credit toward a degree. 

3.3 Courses taken to fulfill Core or major requirements and 
any language courses taken before the language proficiency require- 
ment is fulfilled may not be taken on a Pass/Fail basis. 

Fulfillment of Requirements by Equivalencies 

4.1 In the following circumstances, departments may rule that 
specific degree requirements may be met by equivalencies for cer- 
tain courses: 

(a) At any time before the senior year, a student may be 
exempted from taking courses in a Core area. Such exemptions will 
be based on equivalency examinations in which the student demon- 
strates, to the satisfaction of the Chairperson of the department 
concerned, a mastery of the content of such.course(s). Exemptions 
do not carry grade or credit. 

(b) Certain departments offer and identify full-year courses 
whose second semester content builds upon the material covered in 
first semester. For this reason, a student who fails the first semester 
of such a course should seriously consider whether it is advisable to 
continue in the second semester. A second semester grade of C+ or 
better will entitle the student to credit and a grade of D- for the 
first semester of the course. This regulation may be applied also to 
Pass/Fail electives in a two-semester offering provided both semes- 
ters are taken Pass/Fail. The grade of Pass, rather than D-, will be 
awarded for the first semester in such cases. A list of departments 
and courses where this regulation applies is on file in the Dean's 
Office. 

Academic Standards 

5.1 It is expected that a student will pass five courses each 
semester for the first three years and four courses each semester 
senior year. Students who have not passed the required number of 
courses at the end of each semester will incur course deficiency(ies). 
In order to remain in the College a student must maintain a cumu- 
lative average of at least 1.5 for the first five semesters and have a 
cumulative average of 1.667 in order to begin senior year and to 
graduate. 

5.2 Deficiencies may be made up by taking courses in the 
summer session or part-time division of Boston College or another 
accredited 4-year college. All such courses must be approved before- 
hand by an Arts and Sciences Dean and the student must earn a 
minimum grade of C-. With special permission, a student may 
make up deficiencies by passing additional courses at Boston 
College in a regular academic year. A deficiency should be made up 
as soon as possible after it has been incurred. No more than three 
approved 3-credit courses or their equivalent from any one summer 
will be accepted to make up deficiencies. No more than eight 
approved 3-credit make-up courses or their equivalent will be 
accepted for degree credit. 



The Boston College Catalog 1998-1999 



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Arts and Sciences 



5.3 A student who has incurred three or more deficiencies will 
be required to withdraw from the College at the end of the semester 
in which the student has incurred the third deficiency. A student 
whose cumulative average falls below 2.0 or who incurs two 
deficiencies is automatically on academic warning. The Deans of 
the College shall notify any student on academic warning and 
require that student to obtain appropriate academic advice. 

5.4 A student who has been required to withdraw because of 
three or more deficiencies may be eligible for readmission. To be eli- 
gible for return a student must fulfill the conditions specified by the 
Dean's letter of withdrawal. This will ordinarily include the reduc- 
tion of deficiencies and the attainment of a minimum grade point 
average. A student who fails to fulfill the specified conditions will 
not be allowed to return to the College. 

5.5 Students who transfer to Boston College with fewer 
courses credited than required for the status assigned by the 
Admission Office must make up these deficiencies in order to grad- 
uate as scheduled. 

5.6 Appeals on matters of fact involved in required withdrawal 
or readmission are to be made to the Associate Deans; their deci- 
sion, after review of such matters, when unanimous is final. Appeals 
on matters of fact where the decision of the Associate Deans on 
review is by split vote and appeals on questions of interpretation of 
the regulations involved in required withdrawal or readmission may 
be carried to the Dean of the College of Arts and Sciences for final 
adjudication. 

Course Requirements 

6.1 Students are expected to attend class regularly, take tests 
and submit papers and other work at the times specified in the 
course syllabus by the professor. A student who is absent from class 
on the day of a previously announced test or assignment is not enti- 
tled, as a matter of right, to make up what was missed. Professors 
may include, as part of the semester's grades, marks for the quality 
and quantity of the student's participation in class. 

6.2 A student who must miss class for an extended period of 
time (a week or more) should bring documentation of the difficulty 
to the class Dean. The Dean will notify course instructors of the 
reasons for a student's absences and request reasonable considera- 
tion in making up work that has been missed, but final 
arrangements for completing course work are entirely at the discre- 
tion of the course instructor. 

There are situations where a student misses too much work 
and too many classes to be able to complete the course satisfactorily. 
In such cases, it is advisable to withdraw. 

6.3 Students are responsible for taking all tests, quizzes, and 
examinations when they are given and have no automatic right to 
be given a make-up examination. They are also responsible for sub- 
mitting all written work for a course to the instructor by the 
published deadline. Professors are not obliged to accept any work 
beyond the deadline or to grant extensions. 

Leave of Absence 

7.1 A student in good standing who desires to interrupt the 
normal progress of an academic program and to resume studies at 
Boston College within a year may petition for a leave of absence. 
The process begins in the Associate Dean's Office. A leave of 
absence will not ordinarily be granted to students who expect to do 
full-time academic work at other institutions, and will usually last 
for no more than one year, although petition for extension is possi- 
ble. 



Academic Honesty 

8.1 The College expects all students to adhere to the accepted 
norms of intellectual honesty in their academic work. Any form of 
cheating, plagiarism, or dishonesty, or collusion in another's dishon- 
esty is a fundamental violation of these norms. It is the student's 
responsibility to understand and abide by these standards of acade- 
mic honesty. 

Cheating is the use or attempted use of unauthorized aids in 
any exam or other academic exercise submitted for evaluation. This 
includes data falsification; the fabrication of data; deceitful alter- 
ation of collected data included in a report; copying from another 
student's work; unauthorized cooperation in doing assignments or 
during an examination; the use of purchased essays or term papers, 
or preparatory research for such papers; submission of the same 
written work in more than one course without prior written 
approval from the instructor(s) involved; and dishonesty in requests 
for either extensions on papers or make-up examination. Plagiarism 
is the deliberate act of taking the words, ideas, data, illustrative 
material, or statements of someone else, without full and proper 
acknowledgment, and presenting them as one's own. Collusion is 
assisting or attempting to assist another student in an act of acade- 
mic dishonesty. 

As part of their scholarly development, students must learn 
how to work cooperatively in a community of scholars and how to 
make fruitful use of the work of others without violating the norms 
of intellectual honesty. They have a responsibility to learn the para- 
meters of collaboration and the proper forms for quoting, 
summarizing, and paraphrasing. Faculty advisors and other faculty 
members can give additional information and instruction in this 



area. 



When a faculty member determines that a student's work is in 
violation of the standards of academic integrity, it is that faculty 
member's responsibility to discuss the violation with the student 
and to impose a penalty deemed appropriate to the offense. If the 
faculty member determines that the offense was not the result of a 
misunderstanding and elects to impose a penalty greater than resub- 
mission of the work, a letter of notification describing the incident 
and the penalty is to be sent to the A&S Committee on Academic 
Integrity (see below). Penalties may include: a grade of (as 
opposed to F) for the work submitted, failure in the specific course 
component, or failure in the course. 

Students who are aware of breaches in academic integrity may 
notify the Dean's Office or the Committee on Academic Integrity. 

The Committee on Academic Integrity will review such 
notifications, ascertain whether the student has a previous record of 
such violations, solicit a written explanation from the student, 
determine whether additional penalties should be imposed, and 
notify the student of the appeals process. Students may appeal 
whether a breach of academic integrit)' has taken place and whether 
the penalty imposed by the faculty was appropriate; subsequently, 
the Committee on Academic Integrity may recommend an appro- 
priate action to the faculty and Dean. Cases not resulting in 
penalties of academic probation or greater severity are not to be 
entered into the student's file and are not reportable to outside 
agencies. 

The procedures outlined below will be used to adjudicate 
these matters of academic integrity. 

Procedures: 

1 . A Committee on Academic Integrity of five faculty mem- 
bers and three students is to be constituted annually to review cases 
as described above. Faculty members will be selected by the Dean. 



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Arts and Sciences 



Student members, also selected by the Dean, will be drawn from a 
panel proposed by the UGBC, the Dean of Student Development 
and the Student Judicial Board. 

2. Accusations of cheating or plagiarism by faculty are to be 
made in writing to the Dean or the chairperson of the Committee 
on Academic Integrity. Accusations by students should be brought 
first to the instructor, and may then be made in writing to the Dean 
or Committee chairperson. 

3. A board of two faculty members and one student drawn 
from the full committee will be assigned to each case, with one of 
the faculty members as chairperson. An Associate Dean will be des- 
ignated each year to participate on each board as a non-voting 
administrative resource, who will maintain the Committees record 
of notifications with any relevant materials. 

4. The accused student will be notified by the board and will 
have the opportunity to review the written accusation and respond 
in writing. Both parties will have the right to respond to the other's 
interpretation of the case in writing or to request a hearing before 
the board with both parties present. The board at its discretion may 
interview any individual with knowledge pertinent to the case. 

5. The board will decide a case by simple majority vote and 
convey its findings in writing to both parties and the appropriate 
class dean or instructor for implementation. 

6. Penalties for students found responsible for violations will 
depend upon the seriousness and circumstances of the violation, the 
degree of premeditation involved, and the student's previous record 
of such violations. Penalties will be appropriate to the offense and 
include at the course level those listed above. In addition, as recom- 
mended by the board, the College of Arts and Sciences in each case 
will issue an official warning and may place a student on university 
probation, suspension, or permanent expulsion. Normally a second 
offense will result automatically in at least a one semester suspen- 
sion from the University. Actions at the level of university 
probation or greater are entered into the student's record. 

7. The chairperson of each board will compile a complete file 
of each case, to be kept confidential in the Dean's office. Files on 
students found not responsible will be destroyed immediately. The 
files of only those cases which result in university probation, sus- 
pension, or expulsion will become part of a student's academic 
record and only such offenses will be reportable to graduate and 
professional schools. 

8. Appeal of the board's decision will be only to the Dean of 
the College of Arts and Sciences and the Dean's decision will be 
final. 

Procedure of Appeal 

9.1 Students with questions of interpretation or petitions for 
exception from these Regulations, apart from those specified in 8.1 
above, may submit them to an Appeals Board appointed by the 
Educational Policy Committee. 

9.2 A student should resolve problems on the manner in 
which grades have been awarded or on the academic practices of an 
instructor by direct and immediate contact with the instructor. In 
the rare case of an unresolved question the student should first refer 
the matter in an informal manner to the Chairperson or Director of 
the appropriate department or program. 

9-3 A formal appeal of a course grade, which ought not be 
entered lightly by a student nor lightly dismissed by an instructor, 
should be made no later than the sixth week of the following semes- 
ter. In making a formal appeal a student files a written statement 
with the department Chairperson or program Director and there- 



after the appeal is handled in accordance with guidelines approved 
by the Educational Policy Committee of the College. Current 
guidelines are available at the Office of the Dean. 

Internal Transfers into Arts and Sciences 

10.1 Students in the schools of Education, Management, and 
Nursing may apply for transfer to the College of Arts and Sciences 
at the end of their freshman year. 

10.2 Students transferring into the College of Arts and 
Sciences will ordinarily be expected to have a cumulative average of 
at least 3.0 and no deficiencies. All students must complete at least 
3 semesters of full-time study in A&S after the transfer; previous 
enrollment in A&S courses will not satisfy this requirement nor will 
study abroad or other special study programs. 

Incompletes/Grade Change 

11.1 Grade changes should be made only for exceptional rea- 
sons. For all undergraduate students enrolled in College of Arts and 
Sciences courses, grades submitted by faculty at the end of each 
semester are considered final grades unless the faculty member has 
granted a student an extension to finish course work. Such exten- 
sions should only be granted for serious reasons, e.g., illness, and 
only when the student has been able to complete most of the course 
work but is missing a specific assignment, e.g., a final paper, an 
examination, etc. Extensions are not to be granted to allow the stu- 
dent to complete a major portion of the course work after the end 
of the semester. The faculty member who grants an extension 
should submit an I (Incomplete) for the course grade and arrange 
for the student to hand in the required work by a specific date. 
These arrangements must be specified by both faculty member and 
student and reported to the appropriate Dean when the incomplete 
is issued. All grade changes, including those for incompletes, must 
be handed in for Dean's approval six weeks after the beginning of 
the spring semester for courses given the previous fall and by 
August 1 for spring courses. Incomplete grades will revert to F's 
after those dates, and will be considered final grades and course 
deficiencies. Exceptions can be made only for serious reasons and 
must be approved by the Dean. 

Degree with Honors 

Latin honors accompanying the degrees of Bachelor of Arts 
and Bachelor of Science are awarded in three grades: Summa Cum 
Laude, with Highest Honors, is awarded to the top 4.5% of the 
graduating class; Magna Cum Laude, with High Honors, is 
awarded to the next 9.5% and Cum Laude to the next 15%. The 
percentages are based on the student's 8-semester cumulative aver- 
age. 

Special Academic Programs 

The Honors Program 

All Boston College undergraduates are required to complete 
Core curriculum in the humanities and the natural and social sci- 
ences. The Honors Program provides students with the opportunity 
to complete much of this Core in a four-year sequence of courses 
and academic challenges that provides an integrated liberal arts edu- 
cation of a kind one can find in few colleges or universities. On this 
solid foundation a student can then build a major concentration in 
one or more specialized disciplines, or add one of the interdiscipli- 
nary or departmental minors available to all students in the College. 

The program offers small classes (no larger than 15 students), 
the give and take of seminar discussion, the close personal attention 
of instructors, and the companionship of bright and eager class- 
mates on the journey through the history of ideas. It also offers 
students a set of challenges matched to each level of their develop- 



The Boston College Catalog 1998-1999 



35 



Arts and Sciences 



ment: in first and second years an overview of the whole Western 
cultural tradition, in third year a course focused on the twentieth 
century's reinterpretation of the tradition, and in their final year the 
chance to bring together what they have learned in a thesis or cre- 
ative project or in an integrative seminar. 

Scholar of the College 

Scholar of the College is a designation given at 
Commencement to exceptional students who have done indepen- 
dent work of the highest quality for a significant part of their senior 
year under the supervision of scholars in their major fields. The 
program is administered by the Dean's office. Students apply 
through their major departments and should ordinarily do Scholars' 
projects within that department. Interdisciplinary projects require 
the approval of the relevant departments, one of which must be the 
student's major department. It is expected that departments will 
propose only their best students as candidates for Scholar status. 
Normally, these students will have a GPA of 3.67 or higher but 
should not have a GPA lower than 3.50. Projects should consist of 
at least 12 credits and, to earn the designation of Scholar of the 
College at Commencement, a student should achieve a grade of at 
least A- for a project. Projects receiving lesser grades will be con- 
verted into Reading and Research courses. 

Proposals should be reviewed carefully at the departmental 
level. A detailed evaluation should be made of the preparation of 
the student to undertake the project, the substance of the proposal, 
and how the proposal fits the overall academic development of the 
student. 

After approving a proposal, the department Chairperson must 
submit it to the Dean for approval. The material submitted must 
include the following: (1) the student's proposal, (2) written evalua- 
tions and recommendations from the faculty advisor and the 
Chairperson, (3) the projected number of credits for the project, 
and (4) the method of evaluation to be used. Proposals must be in 
the Dean's office by May 1 of the junior year if the student is a May 
graduate or by December 1 5 if a December graduate. Specific dates 
will be sent to Department Chairpersons each year. Final approval 
of all Scholar of the College proposals comes from the Dean. At the 
end of each semester the Dean will notify the appropriate 
Chairpersons of proposals that have been approved in their depart- 
ments. 

Upon satisfactory completion of the Scholar's Project the can- 
didate is given the distinction of Scholar of the College at 
Commencement in May. 

Departmental Honors 

The designation of departmental honors is reserved for above 
average students who have demonstrated academic achievement in 
additional or more difficult courses, or by successfully undertaking 
an approved research project, as determined by each department. 

Departmental Minors 

A departmental minor consists of six or seven courses. These 
must include one introductory level course and at least one upper- 
level course or seminar. Students choose courses for the minor in 
consultation with the director of the department's minor program. 

The following restrictions apply: 

• No more than two Core courses may be used toward a minor. 

• Core courses that do not count toward a departmental major 
will not count toward a departmental minor. 

• Students may not major and minor in the same department 
unless that department offers more than one major. 



Minors are available in the departments of Chemistry, 
Computer Science, Economics, Fine Arts, Geology and Geophysics, 
Flistory, Mathematics, Philosophy, and Theology. Information 
regarding specific requirements is available in the departments. 

Fifth Year B.A./M.A. 

The College of Arts and Sciences and the Graduate School of 
Arts and Sciences offer a 5-year B.A./M.A. program in some disci- 
plines. Application to the program normally takes place early in the 
second semester of the junior year. The applicant must complete an 
application to the Master's degree program in the Graduate School 
of Arts and Sciences (McGuinn 221). Admission to the B.A./M.A. 
program normally requires an overall GPA of 3.33, and a GPA of 
3.5 in the major. Although specific B.A./M.A. program require- 
ments will vary across departments, the program requires that 
among the 38 courses taken for the Bachelor's degree the student 
will take two courses at the graduate level that will be counted 
toward both degrees. The student will complete the Master's degree 
with eight additional graduate courses and the other Master's degree 
requirements specified by the Department. 

Bachelor of Arts-Master of Social Work Program 

The College of Arts and Sciences and the Graduate School of 
Social Work offer a dual degree program for a limited number of 
undergraduate psychology and sociology majors. During the sopho- 
more year interested students take two prerequisites (Statistics and 
Introduction to Social Welfare) and apply for formal acceptance in 
the Program. They must meet all standard requirements for admis- 
sion to the Graduate School of Social Work and complete all its 
foundation courses by the end of the senior year; at which time 
they receive the B.A. degree. They then enroll as Second Year 
M.S.W candidates for their fifth and final year. Further informa- 
tion may be obtained from the Graduate School of Social Work 
Admissions Office, McGuinn Hall, the Departments of Psychology 
and Sociology (McGuinn), and the Dean's Office (Gasson 109). 

Minors in the School of Education for Students in 

Arts and Sciences 

Arts and Sciences students completing minors in the School of 
Education must fulfill all major. Core, and elective requirements in 
the College of Arts and Sciences and have credit in at least 32 Arts 
and Sciences courses. 

Secondary Education 

Students majoring in Biology, Chemistry, English, Foreign 
Language, History, Mathematics, Geology, Physics, or Theology 
(not for certification) in the College of Arts and Sciences may apply 
to minor in Education. This program begins in the junior year and 
interested students should contact the Coordinator of Secondary 
Education or the Assistant Dean for Students and Outreach in the 
School of Education during the second semester of the sophomore 
year. Only those students majoring in the disciplines listed above 
may apply for a minor in Secondary Education. 

N.B. Students majoring in English have additional require- 
ments. Consult the Secondary Handbook and the advisor for these 
requirements. 

General Education 

Students who have an interest in Education may follow a 
minor of five or six courses with their advisors' approval. This pro- 
gram does not lead to certification but does offer students an 
introduction to programs that could be pursued on the graduate 
level. The following courses constitute a minor in Education: Child 



36 



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Arts and Sciences 



Growth and Development; Family, School, and Society; Psychology 
of Learning; Classroom Assessment; Working with Special Needs 
Children; Early Childhood Development. 

Foreign Study Program 

The aim of the Foreign Study Program is to enable students to 
become fluent in a foreign language and to better understand a dif- 
ferent culture. Students wishing to spend a year or a semester 
abroad and transfer the credits earned to their Boston College 
degree must receive approval from a Dean and enroll in a program 
approved by the College. To qualify for Dean's approval, a student 
must (1) have a 3.0 average in the major and approximately the 
same in general average, (2) have completed a significant number of 
courses in the major and have made substantial progress on Core 
requirements, (3) have the approval of the Chairperson of the major 
department, and (4) have adequate proficiency in the language of 
the country in which he/she plans to study. 

Students should begin the application process by contacting 
the Office of International Programs (McGuinn 504) early in their 
sophomore year. Final approval will be given by the Deans on the 
basis of a student's academic record at the end of sophomore year. 

Interdisciplinary Programs 

In addition to the areas of major study offered by individual 
departments, a variety of special programs are available. While no 
one of these is a major, it is possible, in some of them, to develop a 
major or minor program. All of them are designed to provide a 
coherent grouping of courses drawn from various disciplines and 
focused around a specific theme. Through such programs, a student 
can integrate or enrich an academic program through completing a 
minor or developing an independent major. 

Independent Major 

Under usual circumstances, students are advised to follow the 
formal educational programs offered by departments. In rare 
instances, for students with special interests that cannot be satisfied 
in a regular major, double major, or a combined major and minor, 
the Educational Policy Committee will approve an interdisciplinary 
Independent Major. Students who wish to apply for an 
Independent Major must normally have achieved a minimum 3.0 
grade point average. The student must plan, with the aid of a fac- 
ulty advisor, a program of twelve courses, ten of which must be 
upper-division courses. These will extend over no more than three 
departments and will be selected in accordance with a clearly 
defined unifying principle. This program should be equal in-depth 
and coherence to a typical departmental major and should include a 
plan for a final project or paper that demonstrates the intellectual 
coherence of the Independent Major and for ongoing assessment of 
the program by the student and the advisor. Each proposed major 
should be submitted to the Dean's Office before March 1 of the stu- 
dent's sophomore year. The Dean will then present it to the 
Educational Policy Committee for approval. An Independent Major 
will ordinarily be the student's only major. 

Interdisciplinary Minors 

An interdisciplinary minor in the College of Arts and Sciences 
must consist of six courses; contain a required course of an intro- 
ductory nature; aim for a coherent shape appropriate to the subject 
matter, and offer the student courses that give him or her a sense of 
definite movement — from a beginning to a middle and an end, 
from introductory to advanced levels, from general treatments to 
specialized treatments, etc. Courses must be selected from three 
Arts and Science departments. Courses counted toward a major 
may not also count toward a minor. No more than one Core course 



taken as part of a minor can also be counted as part of the College 
Core requirement. Students who are double majoring may not 
minor. 

Each minor will be administered by a committee, consisting of 
a Chairperson appointed by the Dean, and members who serve at 
the will of the Chairperson. One important function of this com- 
mittee is the advising of students enrolled in the minor. 

With the exception of the restrictions noted above, minors are 
open to all Arts and Sciences students and the courses prescribed by 
the requirements of the minor must be accessible to the students. 

American Studies 

American Studies is an interdisciplinary program run by fac- 
ulty from several departments to expose students to a wide range of 
approaches to American culture. 

The general focus of this interdisciplinary minor is on 
American culture past and present, specifically analyzing how 
American culture has been shaped by the interaction of race, class, 
ethnicity, gender and other issues. Courses used for fulfilling the 
minor must come from outside the student's major and from at 
least two different departments. 

Six courses are required for the minor. Three of five courses 
must be clustered around a common theme. Thematic clusters in 
the past have included the following: race in American culture, gen- 
der in American culture, ethnicity in American culture, media and 
race, media and gender, colonialism and American culture, poverty 
and gender, diversity in urban culture, and other topics. In the fall 
of the senior year, each student must (as his or her sixth course) 
take the elective designated in the previous year as the American 
Studies seminar. This course will also be interdisciplinary in nature. 

For further information on the American Studies minor, and 
application forms, see Professor Alexandra Chasin, English 
Department (617-552-3727). 
Asian Studies 

The Asian Studies minor enables a student to study the lan- 
guage, history and culture of the Far East from a number of 
disciplinary perspectives. Requirements are as follows: (1) an intro- 
ductory course, usually SL 263 Far Eastern Civilizations, (2) 1 
course in Asian history or political structure or diplomacy, (3) 2 
courses in an Asian language beyond the elementary level, and (4) 2 
approved elective courses in Asian Studies from related areas. One 
of these electives may be a directed senior research paper on an 
approved topic. 

Further information is available from the Director, Prof M. J. 
Connolly, Slavic and Eastern Languages Department, Lyons 210, 
617-552-3912. 

Biblical Studies 

A special concentration in the Bible for students who wish to 
gain knowledge of the biblical texts, of the world out of which the 
Bible came, and of the methods used in modern study of the Bible. 
The minor consists of six courses to be distributed as follows: (1) 
the two-semester Core level introduction to the Bible (THOOl- 
TH002 Biblical Heritage); (2) two upper-level (level one, two and 
three) courses in the interpretation of particular books of the Bible 
or in special topics; (3) two elective courses, at any level including 
courses in biblical languages, archaeology, and ancient history, as 
well as Biblical books and topics. For more information contact 
Prof Anthony Saldarini, Theology Department, Carney 41 9F, 617- 
552-3549. 
Black Studies 

Black Studies at Boston College is an interdisciplinary pro- 
gram that offers or cosponsors courses in several disciplines. 



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37 



Arts and Sciences 



Through courses in history, Hterature, sociology, philosophy, theol- 
ogy, and the arts, students may pursue a variety of approaches to 
understanding the Black experience. In addition, the Black Studies 
Program sponsors a 4 week summer study program in the 
Caribbean for undergraduates who have completed at least one 
Black Studies course. The minor in Black Studies requires six 
courses to be distributed over three departments. Students inter- 
ested in the minor should enroll in BK 104 -BK 105 ( HS 283 - 
HS 284 ) Afro-American History I/II, in their sophomore year. 
They will choose three electives: of the three, one must be in either 
literature or sociology and one must be concerned with Africa or 
with the Caribbean. The minor culminates in an interdisciplinary 
seminar or senior project. For further information on the 
Caribbean summer study program or the Black Studies minor, 
please contact Dr. Frank Taylor, Lyons 301, 617-552-3238. 
Church History 

The minor is designed to give students an overview of the his- 
tory of the Christian community, its life, thought, structure, and 
worship, from its beginnings to the present day, in introductory- 
level courses. In upper-level courses, the student can focus study on 
the development of the Church within a particular era or geograph- 
ical setting. The minor is open to all students, but may be of special 
interest to those interested in history, literature, theology, or philos- 
ophy. 

For further information see Professor James Weiss of the 
Theology Department. 
Classical Civilization 

The Minor in Classical Civilization aims at providing students 
from various majors the opportunity to study those aspects of the 
ancient Greek and Roman world that relate to their fields and their 
other interests without the requirement of learning the Latin and 
Greek languages. 

Each student will design her/his own program in consultation 
with the faculty. A program will consist of a coherent blend of six 
courses chosen from two groups: 

• Greek Civilization and Roman Civilization. These general 
courses, which the Department now offers every second year, 
serve as a general overview of the field and an introduction to 
the Minor. 

• Four other courses, chosen after consultation with the director, 
from available offerings in Classics and other departments, in 
the areas of literature, philosophy, religion, art and archaeol- 
ogy, history, and linguistics. 

A list of the courses that are available each semester from the 
various departments and that can count for the Minor will be pub- 
lished at registration time. Interested students should contact Prof 
David Gill, S.J., Chairperson of the Classical Studies Department. 
Cognitive Science 

Cognitive Science studies the human mind from the view- 
points of several different disciplines because it believes that the 
human mind is too complex to be understood from the viewpoint 
of any one discipline alone. The Cognitive Science minor intro- 
duces students to this exciting interdisciplinary field. 

The minor consists of six courses — three foundation courses 
in three of the four component disciplines of psychology, computer 
science, linguistics (Department of Slavic and Eastern Languages) 
and philosophy and at least three specialty courses in a single disci- 
pline. 

For further information please contact Prof Peter Kugel of the 
Computer Science Department (kugel@cs.bc.edu) or see the BC 
Cognitive Science Minor web page. 



Computer Science 

There are three courses of study in computer science open to 
qualified students. Arts and Sciences students may either major, 
minor, or take a concentration in computer science. The programs 
are described in the Carroll School of Management under 
"Computer Science." 
Environmental Studies 

The goals of the Environmental Studies Program are threefold: 
(1) to help undergraduates develop an awareness of the scientific, 
cultural, and political aspects of the worlds environmental chal- 
lenges; (2) to better prepare students for careers in the expanding 
field of the environmental professions; and (3) to provide prepara- 
tion for further study at the graduate or professional school level. 
To achieve these goals, participating students develop their own tra- 
jectories through this program through a combination of courses, 
research internships and a senior seminar. 

Students may select to follow either an environmental science 
or an environmental policy oriented program of study. A minimum 
of six courses are required, with at least one foundation course 
required from both the science section and the policy section. 
Students may then select from specialized courses in the science sec- 
tion or in the policy section 

For further contact Professor Eric Strauss, Higgins Hall 161, 
(617) 552-0735. 
Faith, Peace, and Justice Studies 

The Faith, Peace and Justice minor explores how the promises 
of the major faith traditions relate to the work for peace and justice. 

Faith, Peace and Justice minors are given the opportunity and 
challenge to design their own interdisciplinary program of studies. 
This program, assembled by the student with advice of an FPJ fac- 
ulty advisor and requiring the approval of the FPJ Director, follows 
a sequence of three stages: (1) general introduction, (2) structured 
exploration, (3) integrative synthesis. The introduction is provided 
by UN 160 The Challenge of Justice. Integrative synthesis is 
accomplished during the senior seminar, UN 590. In between, 
exploration is structured by the students choice of one course in 
each of the following areas: (1) information and/or interpretations 
on the human condition; (2) foundations in faith for peace and jus- 
tice; (3) resources for maintaining order or promoting change; (4) 
methods for reconciling conflicting claims and forces. 

For more information contact the Director, Prof Matthew 
Mullane, Gasson 109, 617-552-3886. 

Film Studies 

The Film Studies Program assists students in developing criti- 
cal and technical skills in the area of film. Video, photography, and 
television also play a supportive role in the development of these 
skills. 

As a part of the Film Studies program a student can pursue 
any of the electives dealing with the above aspects of communica- 
tions. The Film minor, a joint undertaking of the Fine Arts and the 
Communication Departments, is composed of six courses. Three 
are required: FS 171 Filmmaking I, FA 181 History of European 
Film, an appropriate Communication course, and three electives 
from the areas of production, film criticism and history, communi- 
cations, and photography. These courses can be taken over a 
four-year period in any order convenient to the student's schedule. 

Students interested in the Film Studies Program or Film minor 
can contact Prof John Michalczyk in Devlin 420 (Fine Arts 
Department). 



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Arts and Sciences 



German Studies 

The minor in German Studies offers an interdisciplinary 
approach to the language and cultures of Germany, Austria and 
Switzerland. The foremost goal of the program is to provide partici- 
pants with a broad, yet in-depth, understanding of the impact 
German-speaking civilization has had on the development of the 
Western world. 

The German Studies minor consists of six upper division 
courses, three from the Germanic Studies department and three 
from offerings from other departments. 

Interested students should contact the Director of the minor. 
Prof Rachel Freudenburg, Department of Germanic Studies, Lyons 
Hall 357, 617-552-3745. 
International Studies 

International Studies is an interdisciplinary field combining 
work in several departments and professional schools that includes 
cultural, political, and economic relations among nations, interna- 
tional organizations, multinational corporations, private 
international institutions, and broader social or political move- 
ments. Its purpose is to help students carefidly design their own 
program around a central theme focusing on an international issue 
or problem, a theoretical question, or a geographic region. 

Entering students must submit to Professor David Deese 
(Political Science) for approval a two- or three-page typed explana- 
tion of the logic of their choice of courses, indicating the 
geographical, issue oriented or theoretical focus of the program of 
study. They must take six pre-approved courses from at least three 
different departments or schools, including: (1) two theoretical, 
comparative, or thematic courses; (2) two regional or area studies 
courses, with at least one focused on third world nations; and (3) 
the completion of a substantial paper on an approved topic pre- 
pared in a readings and research course or seminar that is taken as 
one of the six required courses. 

For enrollment in the minor read carefully the flyer available 
in the Political Science Department (McGuinn 201), complete the 
enrollment form, including the preliminary list of six courses, and 
contact Prof David Deese, Political Science Department, McGuinn 
217 or his assistant at 617-552-2096. 

Irish Studies 

Irish Studies offers an interdisciplinary approach to the culture 
and society of Ireland. Individual courses cover the areas of social, 
political, and economic history, literature, drama and theatre, 
medieval art, sociology, and the Irish language. In addition, there 
are several courses that are jointly taught by faculty from various 
disciplines. These include a three-semester sequence of courses inte- 
grating the history and literature of Ireland from the Eighteenth to 
the Twentieth Centuries. 

For Irish Studies Minors, the Irish Studies Program offers first- 
semester senior year courses at University College Cork and 
University College Galway. The program at University College 
Cork provides extensive exposure in areas of Irish culture not ordi- 
narily available in the United States, such as archeology, 
ethnography, folklore, and anthropology. The program at 
University College Galway offers intensive study in the Irish lan- 
guage for students who have had experience with the language. 
Interested students should apply to the Foreign Study Office and 
see Professor Adele Dalsimer, English Department, or Professor 
Kevin O'Neill, History Department. 

The Abbey Theatre Summer Workshop consists of an inten- 
sive five weeks of classes, lectures, and demonstrations by members 
of the Abbey Theatre Company in acting, directing, production. 



and management, culminating in the staging of an Irish play. There 
will also be lectures in the history of Irish theater. Interested stu- 
dents should apply to Professor Philip O'Leary, English 
Department before March 1. Registration for this program takes 
place in the fall semester only. 

Students minoring in Irish Studies are eligible for the Maeve 
O'Reilly Finley Fellowship to be used for graduate study in Ireland. 
This fellowship will be awarded annually to an Irish Studies Minor. 

Students interested in the Irish Studies Program should con- 
tact Prof Adele Dalsimer, English Department, 617-552-3723; or 
Prof Kevin O'Neill, History Department, 617-552-3793. 
Italian Studies 

The minor in Italian Studies, an interdisciplinary program cre- 
ated by the Departments of Fine Arts, History, and Romance 
Languages, invites students to learn about the important role that 
the people of the Italian peninsula have played in the development 
of Western civilization. Courses cover Italian history, art, film and 
literature. 

For further information, contact Prof Rena A. Lamparska, 
Department of Romance Languages and Literatures, Lyons Hall 
3070,617-552-3824. 
Latin American Studies 

The Latin American Studies minor is designed to provide an 
understanding of the cultural diversity within the Spanish-speaking 
countries that make up this increasingly important area of the 
world. In consultation with the Director of the program, students 
will choose six courses, representing at least three disciplines. 
Proficiency in Spanish equivalent to the level of a third-year college 
course is a minimum requirement. No more than one course in 
Spanish language at the third or fourth level may be counted 
toward the minor. For further information contact Prof Harry 
Rosser, Lyons 302B, (617-552-3828). 

Medieval Studies 

The Middle Ages, the thousand-year period from the end of 
the Roman Empire to the Renaissance, produced Thomas Aquinas 
and Dante, Becker and Chaucer, knights and chivalry, cathedrals 
and universities; these centuries are the focus of the interdiscipli- 
nary program in Medieval Studies. Students may investigate all the 
expressions of medieval society and its culture in courses from sev- 
eral departments. 

Students who wish to obtain further information or to register 
for this program should contact the Director, Prof Laurie Shepard, 
Lyons 311, 617-552-8269. 
Middle Eastern Studies 

This program emphasizes the interdisciplinary study of the 
Middle East from the rise of Islam in the seventh century to the 
present. Through a sequence of courses it offers preparation in 
Middle Eastern Studies useful for careers such as journalism, diplo- 
macy, business, social service as well as graduate programs of 
academic and professional training. Courses cover both the social, 
economic, political, cultural, and religious heritage as well as con- 
temporary developments in their regional and world settings. 

Students interested in the program should contact Prof 
Benjamin Braude, History Department, Carney 172, 
617-552-3787. 
Russian and East European Studies 

The Russian and East European Studies minor requires six 
approved courses, distributed as follows: (1) 1 introductory course 
(usually HS 272 (PO 438 ) Introduction to Russian, Soviet and 
East European Studies), (2) 1 additional course in Russian or East 
European history or politics, (3) 2 courses in Russian or another 



The Boston College Catalog 1998-1999 



39 



Arts and Sciences 



East European language at the intermediate or upper-division level, 
and (4) 2 approved elective courses from related areas. One of these 
electives may be a directed senior research paper on an approved 
topic. 

Further information is available from the Director, Prof M. J. 
Connolly, Slavic and Eastern Languages Department, Lyons 210, 
617-552-3912. 

Women's Studies 

The Women's Studies Program is an interdisciplinary forum 
for the study of women's past and present position in society. 
Women's Studies analyzes the differences among women as a result 
of such factors as race, class, religion, and sexuality. The concept of 
gender relations is considered a primary factor in our understanding 
of women's roles in various institutions and societies. The Women's 
Studies Program offers an interdisciplinary minor that consists of 
two required courses: Introduction to Feminisms ( EN 125, 
PS 125, SC 225), and Advanced Colloquium in Women's Studies 
(EN 593), plus four additional courses (selected from a range of 
disciplines). 

For more information contact Prof Beth Kowaleski-Wallace in 
519C McGuinn (617-552-8528). Students may decide to minor in 
Women's Studies any time prior to graduation provided that the 
requisite scope and number of courses have been completed with 
satisfaction. 

Graduate School of Arts and Sciences 

The Graduate School of Arts and Sciences offers programs of 
study leading to the degrees of Doctor of Philosophy (Ph.D.), 
Master of Arts (M.A.), Master of Science (M.S.), and a Certificate 
of Advanced Graduate Studies (C.A.G.S.) in English. The Graduate 
School also may admit as Special Students those not seeking a 
degree who are interested in pursuing course work for personal 
enrichment. 
General Information 

The Graduate Admissions Office, McGuinn Hall 221, is open 
from 8:45 A.M. to 4:45 RM., Monday through Friday, to assist 
persons making preliminary inquiries. Application materials for 
U.S. citizens or for those who have official permanent U.S. resident 
status are included in the Graduate School Bulletin. The Bulletin 
may be obtained either from the department in which students 
hope to study or from the Graduate Admissions Office. All non- 
U.S. citizens should obtain their application materials from the 
Graduate Admissions Office as additional documents are required 
of them and additional information is provided for them. 

Schedule of Courses is published by the University Registrar 
prior to each semester's registration period. The International 
Student Office, the Office of the Dean for Student Development, 
and the Graduate Student Association provide non-academic ser- 
vices for students. 

Master's Degree Programs 

Requirements for Degrees of Master of Arts and Master 

of Science 

Acceptance 

Candidates for the Master's degree must generally be graduates 
of an accredited college with at least 18 semester hours of upper 
division work in the proposed area of study. In case of deficiencies, 
prerequisites may be earned in the Graduate School by achieving a 
minimum grade of B in courses approved for this purpose. Where 
there is some doubt about a scholastic record, acceptance may be 



conditional. The candidate will then be evaluated by the depart- 
ment and recommended to the Dean for approval after the first 
semester of course work or after earning a minimum of 6 credits. 
Course Credits 

A minimum of 30 graduate credits is required for each 
Master's degree. No formal minor is required, but, with the 
approval of his or her major department, a student may take a lim- 
ited number of credits in a closely related area. No more than 6 
graduate credits will be accepted in transfer toward fulfillment of 
course requirements, as described more fully under "Transfer of 
Credit." 
Language Requirement 

The extent and nature of the language requirements are the 
responsibility of the department concerned. Consult the section for 
each department for language requirements. 
Master's Comprehensive Examination 

The candidate for a Master's degree must pass a departmental 
comprehensive examination that may be oral, written, or both, as 
determined by the department. Each candidate should consult his 
or her major department to learn the time and nature of the com- 
prehensive examination. Registration for comprehensives will take 
place directly with the individual departments. Questions on the 
nature and exact date of examinations should be directed to the 
department chairperson or Graduate Program Director. 

The following grading scale is used: pass with distinction 
(PwD), pass (P), and fail (F). Generally, within two weeks, 
notification of examination results will be sent in writing to the 
Registrar's Office and the individual student. A candidate who fails 
the Master's Comprehensive Examination may take it only one 
more time. Students who have completed their course work should 
register for Interim Study (888) each semester until they complete 
their comprehensive examinations. Only the registration and the 
activity fees are charged during this period. No credit is granted. 

Thesis 

Some programs require or allow the option of a thesis. It is the 
responsibility of the student to become familiar with the regulations 
of his or her major department. A maximum of 6 credit hours, 
attained by registering for Thesis Seminar 801, is required for the 
thesis. The thesis is done under the supervision of a director and at 
least one other reader assigned by the department. Students who 
have completed 6 credits under Thesis Seminar but who have not 
finished their thesis must register for Interim Study 888, a non- 
credit course, each semester until the thesis is completed. 

A Graduation Form should be filed in the Registrar's Office in 
accordance with the dates indicated in the academic calendar. Two 
typed copies of the thesis, one original and one clear copy, approved 
and signed by the director and reader, must be submitted to the 
Graduate School Office, accompanied by the proper binding and 
microfilm fee, no later than the date specified in the academic cal- 
endar. 

The submitted thesis becomes the property of Boston College 
but the University does not limit the author's right to publish 
results. 

Time Limit 

The student is permitted five consecutive years from the date 
of acceptance into the program for completion of all requirements 
for the Master's degree. Extensions are permitted only with approval 
of the department concerned and of the Dean. 

Leave of Absence 

Students enrolled in a degree program who do not register for 
course work or Interim Study in any given semester must request a 



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leave of absence for that semester in the Dean's Office. Leaves of 
absence are not normally granted for more than 2 semesters at a 
time. 

Leave time will normally be considered a portion of the total 
time limit for the degree unless the contrary is decided upon ini- 
tially between the student and the Dean. Students must apply for 
readmission in the Dean's Office prior to the registration period for 
the semester in which they expect to reenroll. 

Fifth Year B.A./M.A. 

In cooperation with the College of Arts and Sciences, the 
Graduate School of Arts and Sciences offers a 5-year B.A./M.A. 
program in some disciplines. See the Undergraduate College of Arts 
and Sciences for further information. 

Special Programs 

• Master of Arts in Biblical Studies: See department of 
Theology. 

• Master of Arts in Irish Studies: See department of English. 

• Master of Arts in Medieval Studies: See department of 
History. 

• Master of Arts in Slavic Studies: See department of Slavic and 
Eastern Languages. 

• Certificate of Advanced Graduate Studies (C.A.G.S.): See 
department of English. The five-year time limit for completing 
a Master's Degree also applies to the C.A.G.S. program. 

Dual Degree Programs 

• Master of Science/Master of Business Administration: See 
departments of Biology or Geology/Geophysics, and the 
Carroll Graduate School of Management. 

• Master of Arts in Pastoral Ministry/Master of Social Work: See 
Institute for Religious Education and Pastoral Ministry, and 
Graduate School of Social Work. 

• Master of Arts in Pastoral Ministry/Master of Arts in 
Counseling Psychology: See Institute for Religious Education 
and Pastoral Ministry, and School of Education. 

• Master of Arts in Sociology or Doctor of Philosophy in 
Sociology/Master of Business Administration: See department 
of Sociology and Carroll Graduate School of Management. 

Doctoral Degree Programs 

Requirements fi)r the Degree of Doctor of Philosophy 

The Ph.D. degree is granted only for distinction attained in a 
special field of concentration and demonstrated ability to modify or 
enlarge a significant subject in a dissertation based upon original 
research conspicuous for its scholarship. 

The minimum requirement for the Ph.D. is that the doctoral 
student follow a unified and organized program of study. 
Additional information regarding specific programs of study at the 
doctoral level will be found under departmental listings. Detailed 
statements of requirements and procedures should be requested 
directly from the department in which the student has an interest. 

Residence 

The philosophy of the residence requirement is that a doctoral 
student should experience the total environment of the University. 
Residence for at least two consecutive semesters of one academic 
year, during which the student is registered as a full-time student at 
the University, is required. A plan of studies that meets this require- 
ment must be arranged by the student with the department. 
Registration in two courses per semester is considered to fulfill the 
residency requirement for students holding full-year fellowships and 
assistantships. The residence requirement may not be satisfied, in 
whole or in part, by summer session attendance. 



Language Requirement 

Each department shall decide the extent and nature of the lan- 
guage requirement for its students. 
Preparing for Comprehensives 

Students frequently spend one or two semesters preparing for 
comprehensive examinations following the completion of their 
course requirements. During this interim, students should register 
for Doctoral Comprehensives 998. No credit is granted. 

Comprehensive Examinations 

Student eligibility for taking the doctoral comprehensive 
examination is determined by the department. Students should 
consult with their department about the nature of this examination 
and time of administration. Departments use the following grading 
scale: pass with distinction (PwD), pass (P), and fail (F); one of 
these three grades will be recorded on the student's transcript. 
Generally, within two weeks, the department will send the results in 
writing to the Registrar's Office and to the individual student. A 
student who fails the doctoral comprehensive examination may take 
it once again not sooner than the following semester and at a time 
designated by the department. In case of a second failure, no fur- 
ther attempt is allowed. 

Admission to Candidacy 

A student attains the status of a doctoral candidate by passing 
the doctoral comprehensive examination and by satisfying all 
departmental requirements except the dissertation. Doctoral candi- 
dates are required to register each semester and to pay a doctoral 
continuation fee until completion of the dissertation. 

Dissertation 

Each doctoral candidate is required to complete a dissertation 
that embodies original and independent research and that demon- 
strates advanced scholarly achievement. The subject of the 
dissertation must be approved by the major department and the 
research performed under the direction of a faculty advisor. The 
manuscript must be prepared according to style requirements of the 
departments, and of the Graduate School of Arts and Sciences. 

Acceptance of the Dissertation 

As soon as possible after a student's admission to candidacy, a 
dissertation committee will be appointed by the Dean to judge the 
substantial merit of the dissertation. The dissertation committee 
shall include the major faculty advisor as chairperson and at least 
two additional members of the graduate faculty as readers. 

The dissertation shall be defended by the candidate in a public 
oral examination. 

Official approval of the dissertation by the dissertation com- 
mittee is required. Committee members certify their acceptance by 
signing the title page of the dissertation. Two signed copies of the 
dissertation, one original and one clear copy, should be filed in the 
Graduate School of Arts and Sciences Office. The submitted disser- 
tation becomes the property of Boston College, but the University 
does not limit the author's right to publish the results. 
Dissertation Publication 

Doctoral candidates should report to the Graduate School 
Office by the middle of the semester in which they plan to graduate 
for detailed instructions concerning dissertation publication 
requirements and commencement procedures. 
Time Limit 

All requirements for the Doctoral degree must be completed 
within eight consecutive years from the beginning of doctoral stud- 
ies. Extensions beyond this limit may be made only with 
departmental recommendation and the approval of the Dean. 



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Leaves of Absence 

The coiidition.s tor leaves ot absence and readniission as noted 
for the Master's Program are also applicable to the Doctoral 
Program. Leaves of absence for students on Doctoral Continuation 
are rarely granted. 

Interdisciplinary Doctoral Program 

Where departmental doctoral programs are unable to satisfy 
the interests ot the student, an interdisciplinaiy doctoral program 
remains a possibility. A student interested in exploring such a possi- 
bilit)' should first make an inquiry to the Graduate School Office. 

Special Students (Non-Degree) 

Students not seeking a degree, but who are interested in pur- 
suing course work at the graduate level, may apply for admission as 
special students. Many individuals enter departments of the 
Graduate School as special students — either to explore the serious- 
ness of their interest in studying for an advanced degree or to 
strengthen their credentials for possible later application for degree 
study. Others are simply interested in taking graduate course work 
for interest's sake or for other purposes. Admi.ssion as a special stu- 
dent does not guarantee subsequent admission for degree 
candidac)'. Individuals who are admitted as special students and 
who subsequently wish to apply for admission as degree candidates 
must file additional application documents and be accepted for 
degree study. The number ot credits one has earned as a special stu- 
dent that may be applied toward the requirements of a degree is 
determined by the appropriate Department in concert with 
Graduate School regulations. 

Those admitted as special students may take courses only in 
the department that has recommended their admission. Permission 
to continue to take courses as a special student beyond the semester 
for which admission was originally gained must be obtained from 
the admitting department's Graduate Program Director. While 
required, gaining such permission is not considered to be the same 
as an original application for admission; consequently, a second 
application fee is not required. 

Admission 

Eligibility and Application Information 

The Boston College Graduate School of Arts and Sciences is 
an academic community whose doors are open to all students with- 
out regard to race, religion, age, sex, marital or parental status, 
national origin or handicap. Opportunities and experiences are 
offered to all students on an equal basis and in such a way as to rec- 
ognize and appreciate their individual and cultural differences. 

Applicants for admission to the Graduate School ordinarily 
must possess at least a bachelor's degree from an accredited institu- 
tion and give evidence of the ability and preparation necessary for 
the satisfactory pursuit of graduate studies. This evidence consists 
primarily, but not exclusively, in the distribution of undergraduate 
courses and the grades received in them. Consult the appropriate 
departmental descriptions for additional specific requirements. 

Individuals lacking a bachelor's degree generally are not admit- 
ted to Graduate School classes. In order to attend graduate classes, 
persons lacking the bachelor's degree should apply for authorization 
either through the Dean of the College of Advancing Studies or, in 
the case of Boston College undergraduates, through their appropri- 
ate dean and with the approval of the chairperson of the given 
department. Such students will receive only undergraduate credit 
for the course taken in the Graduate School, and the course credit 



will be entered only on their undergraduate record. For regulations 
governing the simultaneous Master's/Bachelor's degree, one should 
consult his or her own department. 

The Graduate School accepts two classes of applicants; degree 
students (degree-seeking) and special students (non-degree- 
seeking). 

A completed application to the Graduate School includes 
forms that provide biographical information, official transcripts, 
and references. All of these documents will be found in the 
Graduate School of Arts and Sciences Bulletin, along with complete 
instructions for their submission. For possible additional required 
credentials, e.g., GRE scores, etc., consult the requirements of the 
Department to which admission is being sought. All application 
materials should be sent to the Graduate Admissions Office, McGuinn 
Hall 221. 

Applicants for special student status should consult the 
Graduate Arts and Sciences Bulletin regarding required application 
documents. All application materials should be sent to the Graduate 
School Admissions Office, McGuinn Hall 221. 

Degree and special students are not admitted officially until 
the completed Application Form with a positive Department rec- 
ommendation has been approved by the Director of Graduate 
Admissions. Admission should not be presumed without receipt of 
official notification from the Director. 

Degree-seeking applicants should consult the department of 
specialization regarding the specific requirements for the various 
departmental Master's, C.A.G.S., and doctoral programs. 

For the necessary Application Forms and information. 
Domestic Students (U.S. citizens and permanent resident non-U.S. 
citizens) should address their requests to the department of interest 
or to the Graduate Admissions Office. 

Foreign Students (non-U.S. citizens who are not permanent 
U.S. residents) should address their requests to the Graduate School 
of Arts and Sciences, Admissions Office, McGuinn Hall 221. 

If one's department of interest has requirements involving the 
Graduate Record Examination (GRE), information regarding these 
tests may be obtained from The Center for the Study of Testing, 
Evaluation and Educational Policy, Boston College, Chestnut Hill, 
Massachusetts 02167. 

Information on the GRE tests also may be obtained from the 
Educational Testing Service, Box 955, Princeton, New Jersey 08540 
or Educational Testing Service, 1947 Center Street, Berkeley, 
California 94794. 

All documents submitted by applicants for admission become 
the property of the Graduate School and are not returnable. 
Applicants who are accepted by the Graduate School but do not 
register for course work at the indicated time will have their docu- 
ments kept on file for twelve months after the date of submission. 
After that time, the documents will be destroyed and the applicants 
must provide new ones if they later decide to begin graduate study. 

Procedure for Filing Applications 

Domestic Students (U.S. citizens and other permanent 

residents of U.S.) 

Domestic students applying for admission and financial aid 
should submit all application materials to the Graduate Admissions 
Office, McGuinn Hall 221. 

Applicants are urged to use the Application Acknowledgment 
post card included in the Graduate School Bulletin to ensure the 
completeness of their application and to contact the department in 
which they plan to study or the Graduate School Admissions Office 
if they require additional information. 



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Arts and Sciences 



Foreign Students (Non-U. S. citizens who are not per- 
manent residents of U.S.) 

Foreign students seeking admission should write to the Boston 
College Graduate School of Arts and Sciences requesting the 
International Student Application Forms. 

Foreign students should send all their completed application 
materials to Graduate School of Arts and Sciences, Graduate 
Admissions Office, Boston College, Chestnut Hill, Massachusetts 
02167, U.S.A. 

They should not send these materials directly to the depart- 
ment or program concerned since this will only delay the processing 
of their applications. 

All foreign student applicants for whom English is not the first 
language should plan to take the TOEFL (Test of English as a 
Foreign Language) Examination, and indicate that their score be 
forwarded to the Graduate School by the Educational Testing 
Service. Ordinarily, a minimum score of 550 on this examination is 
expected by the Graduate School for admission. Individual depart- 
ments may require a higher score. Information about this 
examination can be obtained from the Educational Testing Service 
(see above for address). 

Acceptance 

Announcements of acceptance or rejection are usually mailed 
on or about April 15 for September admissions but may vary by 
department. Decisions are made on the basis of departmental rec- 
ommendations and the fulfillment of prerequisites. No student 
should presume admission until he or she has been notified 
officially of acceptance by the Director of Admissions of the 
Graduate School. 

GSAS Programs and Degrees 

Biology: Ph.D, M.S., M.S.T. 

Chemistry: Ph.D., M.S., M.S.T. 

Classical Lang.: M.A., M.A.T 

Economics: Ph.D., M.A 

English: Ph.D., M.A., M.A.T., C.A.G.S. 

Geology/Geophysics: M.S., M.S.T. 

History: Ph.D., M.A., M.A.T. 

Linguistics: M.A. 

Mathematics: M.A., M.S.T. 

Pastoral Ministry: M.A. 

Philosophy: Ph.D., M.A. 

Physics: Ph.D., M.S., M.S.T 

Political Science: Ph.D., M.A. 

Psychology: Ph.D. 

Romance Languages: Ph.D., M.A., M.A.T. 

Russian: M.A. 

Slavic Studies: M.A. 

Sociology: Ph.D., M.A. 

Theology: Ph.D., M.A. 

Irish Studies (English): M.A. 

Biblical Studies (Theology): M.A. 

Medieval Studies (History): Ph.D., M.A. 

Medieval Studies (Romance Lang.): Ph.D. 

Academic Regulations 

Academic Integrity 

Students in the Boston College Graduate School of Arts and 
Sciences are expected to have high standards of integrity. Any stu- 
dent who cheats or plagiarizes on examinations or assignments is 



subject to dismissal from the Graduate School of Arts and Sciences. 
Cases involving academic integrity shall be referred to the Dean for 
adjudication. 

Academic Grievances 

A student who believes he or she has been treated unfairly in 
academic matters should consult with the Associate Dean to discuss 
the situation and to obtain information about Graduate School of 
Arts and Sciences grievance procedures. 

Grades 

In each graduate course in which he or she registers for gradu- 
ate credit, the student will receive one of the following grades at the 
end of the semester: A, A-, B+, B, B-, C, F, W or I. The high pass- 
ing grade of A is awarded for course work that is distinguished. The 
ordinary passing grade of B is awarded for course work that is 
clearly satisfactory at the graduate level. The low, passing grade of C 
is awarded for work that is minimally acceptable at the graduate 
level. The failing grade of F is awarded for work that is unsatisfac- 
tory. 

Academic credit is granted for courses in which a student 
receives a grade of A, A-, B+, B, B-, or C. No academic credit is 
granted for a course in which a student receives a grade of F. A stu- 
dent who receives a grade of C in more than 1 or F in more than 8 
semester hours of course work may be required to withdraw from 
the school. 

Incompletes 

All required work in any course must be completed by the 
date set for the course examination. A student who has not com- 
pleted the research or written work for a course may, with adequate 
reason and at the discretion of the faculty member, receive a tempo- 
rary grade of I (Incomplete). Except in extraordinary cases, all such 
I grades will automatically be changed to F after six weeks in the 
semester following the semester in which the course was taken. 

Semester Examinations and Grade Reports 

Seminars and teacher-training courses may or may not have a 
semester examination at the discretion of the instructor. Semester 
examinations are given in all other courses and students should con- 
sult the semester examination schedule available on U-View. In the 
very rare instance that examinations or classes are cancelled as a 
result of stormy weather, an announcement is made on the radio 
(WBZ), or by recorded phone message (call 552-INFO), generally 
by noon. The scheduling of examinations thus canceled is posted 
outside Lyons 101. Semester grade reports are mailed to all students 
who are in good standing. 

Transfer of Credit 

Students who have completed one fiill semester of graduate 
work at Boston College may request transfer of not more than six 
graduate credits earned elsewhere. Only courses in which a student 
has received a grade of B or better, and which have not been applied 
to a prior degree, will be accepted. Credit received for courses com- 
pleted more than ten years prior to a student's admission to his or 
her current degree program are not acceptable for transfer. 

Transfer of Credit Forms, which are available in the Universit}- 
Registrar's Office, should be submitted, together with an official 
transcript, directly to the student's Chairperson and Dean for 
approval. If approved, the transfer course and credit, but not a 
grade, will be recorded on the student's permanent record. 
Graduate students who have been formally admitted to the 
Graduate School and who have earned graduate credits in the 



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Arts and Sciences 



Boston College Summer Session will have their grades automati- 
cally transferred to their permanent record unless the student 
requests otherwise. 

Graduation 

May Graduation 

Graduate School degrees are awarded at the annual May com- 
mencement. Students who plan to graduate in May should file a 
Graduation Form in the Registrar's Office by the deadline stated in 
the Academic Calendar. For students who sign up for graduation 
but who, for some reason, do not graduate on the anticipated date, 
the Registrar's Office will automatically move them up to the next 
scheduled graduation period. Those who finish degree requirements 
during the school year may request a Letter of Certification from 
their Dean's office. 

Diplomas are distributed immediately following the comple- 
tion of the commencement exercises. Diplomas will be mailed to 
students unable to attend commencement. 

The name of a graduate will not appear on the official com- 
mencement list unless all financial and library accounts have been 
settled, nor will diploma or transcripts be awarded or issued where 
the fees have not been paid. 

August and December Graduations 

Graduate students who have completed all degree require- 
ments by August 30 or December 30 are eligible to receive the 
degree as of those dates. The procedure is the same as for May grad- 
uation. Since there are no commencement exercises in December or 
August, the names of those receiving degrees will be included in the 
program of the following May commencement. 

Financial Aid 

Academic Awards 

Stipends and scholarships are available to aid promising stu- 
dents in the pursuit of their studies, including: 

• University Fellowships 

• Teaching Fellowships 

• Teaching Assistantships 

• Graduate Assistantships 

• Research Assistantships 

• Tuition Scholarships 

Individuals whose applications are complete will routinely be 
considered for financial aid by the Department in which they hope 
to study; no separate application is necessary. The scholastic 
requirements for obtaining these stipend awards or scholarship 
awards are necessarily more exacting than those for simply securing 
admission to the Graduate School. 

Fellowships 

University Fellowships 

University Fellowships are available in some departments 
offering the Ph.D degree. These awards, which provide a stipend, 
and may include up to a full tuition scholarship, do not require 
specific services. 

Fellowships for American Minority Group Students 

The Graduate School sponsors several Fellowships specifically 
for American minority group students. These fellowships carried 
tuition scholarships and stipends of $16,000 for the 1997-98 acade- 
mic year and do not require specific services. Interested students 
should write directly to the Director of Admissions and Financial 
Aid, Attention: Minority Student Fellowship Program for further 



particulars. All applicants, of course, are routinely considered for 
the various types of financial aid that are available in the Graduate 
School. 

Teaching Fellowships 

The Graduate School has available a limited number of 
Teaching Fellowships. These provide for a stipend that varies 
among departments. The Teaching Fellow, in addition to his or her 
program of studies, is usually responsible for six hours of teaching 
in the undergraduate colleges. 

Assistantships 

Graduate Assistantships and Teaching Assistantships 

Assistantships are available in most departments. Generally, 
the Assistants in the natural science departments assist in laboratory 
activities. In these and other departments the Assistants may be 
otherwise involved in the academic activities of the department. 
The nature and number of hours involved are determined by the 
Department Chairperson. 

Assistantships provide a stipend that varies among depart- 
ments. 

Research Assistantships 

Research Assistantships are available in some departments. The 
stipends are similar but not uniform among the departments. 
Summer research opportunities are also available on some research 
projects. For further information, contact the Chairperson of the 
Department. 

Tuition Scholarships 

Tuition scholarships are awarded to a limited number of stu- 
dents based on academic achievement and promise. 

Procedures for Financial Aid Recipients 

At the opening of each school year, or at whatever other time 
financial aid may be awarded, recipients of fellowships and assistan- 
ships must report to the Graduate Admissions Office to fill out 
personnel and tax information forms. 

An aid recipient who relinquishes a Fellowship, Assistantship 
or a tuition scholarship must report this matter in writing to the 
Department Chairperson and to the Dean. These awards may be 
discontinued at any time during an academic year if either the acad- 
emic performance or in-service assistance is of an unsatisfactory 
character. They may also be discontinued for conduct injurious to 
the reputation of the University. 

Other Sources of Financial Aid 

Students interested in other sources of financial aid, such as 
work-study funds and various loan programs, should inquire at the 
University Financial Aid Office where all such aid is administered. 
Refer to the earlier section on Financial Aid in this Catalog and to 
the Graduate School Bulletin. 

College of Arts and Sciences 
Departments and Programs 

Biochemistry 

Program Description 

This interdisciplinary major in Biochemistry, administered 
jointly by the Chemistry and Biology Departments, provides the 
student with a broad background in Biochemistry and related 
courses in Chemistry and Biology. This major is intended for those 
interested in the more chemical and molecular aspects of the life 
sciences. The minimum requirements for the Biochemistry Major 
are as follows: 
• Two semesters of General Chemistry and laboratory 



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Arts and Sciences 



CH 109-1 10 (or CH 117 and CH 118) lecture 
CH 111-112 (or CH 119-120) laboratory 

• Two semesters of Introductory Biology 
BI 200-202 lecture 

• Two semesters of Biology Laboratory 

BI 307 Laboratory Basis of Biological Investigations 
BI 308 Laboratory in Molecular Biology and Genetics 

• Two semesters of Organic Chemistry and laboratory 
CH 231-232 (or CH 241-242) lecture 

CH 233-234 (or CH 243-244) laboratory 

• Two semesters of Molecular Cell Biology and Genetics 
BI 304-305 lecture 

• One semester of Analytical Chemistry and laboratory 
CH 351 lecture and laboratory 

• One semester of Physical Chemistry 
CH 473 lecture 

• Two semesters of Biochemistry/Molecular Biology 
CH 561-CH 562 Biochemistry I and II lecture or 

BI 435 and BI 440 Biological Chemistry, Molecular Biology 
lecture 

• One semester of Biochemistry laboratory 
BI 480 or CH 563 laboratory 

• Two advanced electives from the following list: 
CH 564 Physical Methods in Biochemistry 

CH 565 Structure and Function of Nucleic Acids 
CH 566 Bioinorganic Chemistry 
CH 567 Protein Structure and Function 
CH 569 Enzyme Mechanisms 
CH 570 Introduction to Biological Membranes 
CH 582 Advanced Topics in Biochemistry 
BI 454 Introduction to the Literature of Biochemistry 
BI 474 Principles of Metabolism 
BI 506 Recombinant DNA Technology 
BI 509 Vertebrate Cell Biology 
BI 5 1 5 Biophysical Chemistry 
BI 556 Developmental Biology 
BI 558 Neurogenetics 
BI 570 Biology of the Nucleus 

In addition to the above, the following courses are also 
required: 

• Two semesters of Physics with laboratory 
PH 211-212 lecture and laboratory 

• Two semesters of Calculus 
MT 100-101 lecture 

* Students are also strongly urged to engage in a Senior 
Research project under the direction of a faculty member involved 
in biochemical research. This year-long project may replace the 
requirement for Biochemistry Laboratory (BI 480 or CH 563). 

BI 463-464 Research in Biochemistry* 

CH 593-594 Introduction to Biochemical Research* or (BI 
399, CH 399) Scholar of the College* 

*With approval of Professor Kantrowitz (Merkert 239) or 
Professor Annunziato (Higgins 422) 

Course Sequence 

First Year 

General Chemistry (CH 1 09- 1 1 or CH 1 1 7 and CH 1 1 8) 
with laboratory 
Calculus (MT 100-101) 
Introductory Biology (BI 200-202) 



Second Year (Fall) 

Physics (PH 211) with laboratory 

Organic Chemistry (CH 231 or CH 241) with laboratory 
Molecular Cell Biology and Genetics (BI 304) 
Laboratory Basis of Biological Investigations (BI 307) 

Second Year (Spring) 

Physics (PH 212) with Laboratory 

Organic Chemistry (CH 232 or CH 242) with laboratory 
Molecular Cell Biology and Genetics (BI 305) 
Laboratory in Molecular Biology and Genetics (BI 308) 

Third Year (Fall) 

Biological Chemistry (BI 435) or Biochemistry I (CH 561) 

Analytical Chemistry (CH 351) 
Third Year (Spring) 

Molecular Biology (BI 440) or Biochemistry II (CH 562) 

Physical Chemistry (CH 473) 
Fourth Year 

Biochemistry Laboratory (BI 480 or CH 563) 

Two advanced electives 

For additional information, contact either Professor 
Kantrowitz (Merkert 239) or Professor Annunziato (Higgins 422). 

Biology 

Faculty 

Walter J. Fimianjr., Professor Emeritus; A.B., University of 

Vermont; M.S., Ph.D., University of Notre Dame 

Yu-Chen Ting, Professor Emeritus; A.B., National Honan 

University; M.S., University of Kentucky; M.S.A., Cornell 

University; Ph.D., Louisiana State University 

Anthony T. Annunziato, Professor; B.S., Boston College; M.S., 

Ph.D., University of Massachusetts, Amherst 

Thomas N. Seyfried, Professor;^. A., St. Francis College; M.S., 

Illinois State University; Ph.D., University of Illinois 

Grant W. Balkema, Associate Professor; B.S., Ph.D., Purdue 

University 

William J. Brunken, Associate Professor; B.S., Long Island 

University; Ph.D., State University of New York, Stony Brook 

Thomas Chiles, Associate Professor; B.S., Ph.D., University of 

Florida 

Mary Kathleen Dunn, Associate Professor; B.A., University of 

Kansas; M.A., Michigan State University; Ph.D., University of 

North Carolina at Chapel Hill 

Jonathan J. Goldthwaite, Associate Professor; B.S., University of 

Massachusetts, Amherst; Ph.D., University of California, Berkeley 

Charles S. Hoffman, Associate Professor; S.B., Massachusetts 

Institute of Technology; Ph.D., Tufts University 

Clare O'Connor, Associate Professor; B.S., Ph.D., Purdue University 

Daniel Kirschner, Associate Professor; B.A., Wester Reserve 

University; Ph.D., Harvard University 

Joseph A, Orlando, Associate Professor; B.S., Merrimack College; 

M.S., North Carolina State College; Ph.D., University of 

California, Berkeley 

William H. Petri, Associate Professor; Chairperson of the 

Department; A.B., Ph.D., University of California, Berkeley 

Donald J. Plocke, S.J., Associate Professor; B.S., Yale University; 

A.M., Boston College; Ph.D., Massachusetts Institute of 

Technology 

R- Douglas Powers, Associate Professor; K.^., SUNY; Ph.D., 

Syracuse University 

Allyn H. Rule, Associate Professor; B.S., Central Connecticut 

College; A.M., Ph.D., Boston University 



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Chester S. Stachow, Associate Professor; B.S., M.S., Ph.D., 

University of Manitoba 

Laura Hake, Assistant Professor; B.A. University of Tennessee; 

Ph.D., Tufts University 

Junona F. Moroianu, Assistant Professor; B.S., Ion Creanga 

University; M.S., University of Bucharest; Ph.D., Roclcerfeller 

University 

Eric G. Strauss, Adjunct Assistant Professor; B.S. Emerson College; 

Ph.D., Tufts University 

Robert J. Wolff, Senior Lecturer; B. A. Lafayette College; Ph.D-; 

Tufts University 

Departmental Notes 

• Department Administrator: Richard Monheimer, 
617-552-354L richard.monheimer@bc.edu 

• Administrative Secretary: Leah Schneider, 
617-552-3540, leah.schneider@bc.edu 

• World Wide Web: http://www.biology.bc.edu 

Undergraduate Program Description 

The biology major at Boston College offers students an excit- 
ing opportunity to study life from many view points: from the 
molecular biology and biochemistry of the cell to the genetic, devel- 
opmental, and neurological aspects of organisms; from the 
structure, function, and physiology of cells, organs and individuals 
to the interaction of organisms with each other and the environ- 
ment. The goal of the program is for the student to attain 
knowledge and understanding of the underlying principals of bio- 
logical science and to be able to make what is learned practical 
through laboratory experience. 
Requirements for Majors 

The program begins with two, year-long biology courses and 
two semesters of laboratory designed to provide a strong basis from 
which to proceed to more specialized studies and undergraduate 
research. The first of these courses is a year long introductory course 
that gives the student exposure to the breadth, magnificence and 
principals of the field. The second is designed to increase the stu- 
dent's sophistication in the three key areas of molecular biology, cell 
biology, and genetics. Undergraduates have the opportunity to par- 
ticipate in advanced laboratory courses and nationally funded 
faculty research programs for hands-on training in research 
methodologies ranging from recombinant DNA technologies to 
field biology. 

The biology program provides an excellent foundation for 
advanced study at the graduate level and for a wide array of career 
opportunities or further training in many areas. These include med- 
icine and other health-related professions, biotechnology, 
environmental science, law, biomedical ethics, education, journal- 
ism, industrial science, public health, and urban or social planning. 

Specific Requirements: Within the Department the course 
requirements are as follows: 

Introductory Biology (BI 200-202) 

• Molecular Cell Biology and Genetics (BI 304-305) 

• Two semesters of laboratory courses: 

BI 307 (Laboratory Basis of Biological Investigation) 
BI 308 (Laboratory in Molecular Biology and Genetics) 

• Five upper division biology electives 

Biology majors are advised to enroll in BI 200-202 in their 
freshman year and in BI 304-305 and BI 307-308 in their sopho- 
more year. This schedule allows majors to take maximum advantage 
of the opportunities in undergraduate research that are available to 



juniors and seniors and to have maximum flexibility in choosing 
upper-division electives. For this reason majors are given preference 
if seating becomes limited in these courses. 

Additional corequisites for the major from related fields are 
the following: 

• One year each of general chemistry (CH 109-1 10) 

• Organic chemistry (CH 231-232) 

• Calculus based physics (PH 211-212), each with the accompa- 
nying laboratory course 

• One year of calculus (MT 100-101) 

Courses routinely used to fulfill these requirements are indi- 
cated in parentheses; however, some higher alternatives are 
acceptable and interested students should consult departmental 
publications and advisors regarding these. 

Entering students who wish to major in biology but whose 
background preparation in science may be insufficient can postpone 
BI 200-202 until the sophomore year; however, there are disadvan- 
tages in doing this, and such a decision should be carefiilly 
discussed with a departmental advisor before implementation. 
Transfer students and students changing majors can begin the biol- 
ogy major in the sophomore year if courses are carefiilly planned in 
consultation with a departmental advisor. Students needing special 
help in planning, scheduling or replacing discontinued courses 
should contact the department offices at 617-552-3540. 

Five additional upper-division elective courses in biology (BI 
400 and 500 level), exclusive of Seminars and Tutorials, complete 
the minimal requirements for the major. By selectively choosing 
elective and research courses, students can concentrate their under- 
graduate studies in one of a variety of biological disciplines. These 
include Biochemistry and Molecular Biology, Developmental and 
Cellular Biology, Neurobiology and Physiology, and Organismic 
and Environmental Biology. Typically, for the purposes of this five 
course bio-elective requirement, undergraduate research courses (BI 
461-466), (BI 399), (BI 490), and graduate courses at the 600 level 
or higher do not count as upper division electives. However, in cer- 
tain limited cases — with the recommendation of the faculty advisor 
and the prior permission of the department Chairperson — two or 
more semesters of research may be allowed to substitute for one 
upper-division elective. Students are generally advised to take addi- 
tional courses in biology and related areas. Those planning to 
pursue graduate studies and research in the biological sciences 
should consult departmental advisors regarding additional courses 
to take to prepare for graduate school. 

Those interested in emphasizing the field of biochemistry in 
their studies should, in addition, consider the alternative interde- 
partmental biochemistry major. 
Information for First Year/Majors and Non-Majors 

The usual course load for first year biology majors is BI 200 
Introductory Biology, CH 1 09 General Chemistry with laboratory, 
and MT 100 or MT 101 Calculus. Depending on the their prepa- 
ration some students may want to complete calculus requirements 
later in their University careers. BI 200 is an introduction to living 
systems at the molecular, cellular, organismal, and population levels. 
It is required for biology and biochemistry majors and open to oth- 
ers unless seating becomes limited in which case majors will be 
given preference. 

BI 100 Survey of Biology and BI 1 10 General Biology are rec- 
ommended for non-majors. 

Research Opportunities for Undergraduates 

Research is a fundamental aspect of university science study 
and the Biology Department encourages interested majors to take 



46 



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Arts and Sciences 



advantage of the many undergraduate research programs that are 
available. There are a variety of research programs and one can start 
as early as the freshman year. Opportunities with a variety of levels 
of commitment are available, from single-semester courses to pro- 
jects involving tbur semesters or more. Usually, students are advised 
to spend at least two (2) semesters on a research project. 

Undergraduate Research: BI 461-462 is typically a six-credit, 
two-semester commitment where students work on ongoing 
research projects in laboratories with other students under faculty 
guidance. Projects can be extended for a second year under 
Advanced Undergraduate Research (BI 465-466) and enriched by 
the addition of the Tutorial in Biology (BI 490). 

Scholar of the College: BI 399 is a 9 to 12 credit commitment 
over two semesters. This highly competitive program, which 
requires the Dean's approval, is designed for ambitious and talented 
undergraduates who are interested in devoting a major portion of 
their senior year to scholarly, state-of-the-art research of a quality 
that can lead to publication. Students design, develop, and research 
their own projects with close faculty supervision. Completion of a 
written research thesis is required. Although not required. Scholars 
applicants may have taken BI 461-462 or BI 465-466 previously. 

Undergraduate research projects may involve almost any area 
of biology. Currently, major faculty research work centers in the 
fields of cellular and molecular biology, neurobiology and physiol- 
ogy, developmental biology and gene expression, biochemistry, and 
immunology. For a pamphlet describing specific areas of faculty 
research, or for information on enrolling in the above courses, con- 
tact your faculty advisor or the Department office. 
Biochemistry Major 

Refer to the Biochemistry section for a description of this 
interdisciplinary major. Students with questions should contact the 
Biology Department ofifice. 

Graduate Program Description 

The Department of Biology offers courses leading to the 
degrees of Doctor of Philosophy and Master of Science. The Master 
of Science in Teaching (M.S.T) degree is administered through the 
Graduate School of Education in cooperation with the Department 
of Biology. It requires admission to both the Graduate School of 
Education and to the Department of Biology. Course requirements 
vary depending upon the candidate's prior teaching experience; 
however, all Master's programs leading to certification in secondary 
education include practica experiences in addition to course work. 
For fiirther information on the M.S.T, please refer to the Graduate 
School of Education section entitled, "Master's Programs in 
Secondary Teaching," or call the Office of Graduate Admissions, 
GSOE, at 617-552-4214. 

Those seeking admission to the graduate program should have 
a strong background in biology, chemistry and mathematics with 
grades of B or better in these subjects. Deficiencies in preparation 
may be made up in the graduate school. Ph.D. students must 
include differential calculus and physical chemistry in their prepara- 
tion; these may be taken during the course of graduate studies. 

The Ph.D. program does not require a specific number of 
graduate credits; however, the Residence Requirements, as defined 
by the Graduate School of Arts and Sciences must be met. 

Requirements: The minimum curriculum for Ph.D. students 
consists of three core courses. Graduate Biology Core I (BI 600), 
Graduate Biology Core II (BI 601), and Graduate Biochemistry (BI 
635); two additional graduate level (500 or higher) biology courses; 
and 4 graduate seminars (800 or higher). Students with sufficient 
advanced preparation in biochemistry may be excused from the BI 



635 requirement. All Ph.D. candidates are expected to have taken 
differential and integral calculus and physical chemistry either 
before or during their course of studies. The physical chemistry 
requirement may be satisfied by BI 515 Biophysical Chemistry. In 
addition, in order to advance to candidacy for the doctoral degree, 
the student must pass a Comprehensive Examination and defend a 
research proposal. 

A minimum of 30 graduate credits is required for the Master's 
degree. For the M.S. in Biology this must include three core 
courses. Graduate Biology Core I (BI 600), Graduate Biology Core 
II (BI 601), and Graduate Biochemistry (BI 635); two additional 
graduate biology courses (500 or higher); and one seminar course 
(BI 800 or higher). Both M.S. and Ph.D. degrees require the pre- 
sentation and oral defense of a thesis based on original research 
conducted within the Department under the guidance of a faculty 
member. 

M.S. and Ph.D. students are also expected to participate in the 
teaching of undergraduate courses during their course of studies. 
M.S.T. candidates should contact the Department of Biology and 
the Graduate School of Education for course information. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

BI 100 Survey of Biology I (Fall: 3 ) 

Offered without a laboratory, this course is intended to inves- 
tigate fundamental issues in biology and is targeted at the 
non-biology major. The course is offered in two parts, although 
they may be taken in reverse order, if necessary. The fall semester 
topics focus on the nature of scientific investigation, the origins of 
life, biomolecules, cell structure, and molecular genetics. 
Evolutionary process and the effects of environmental change on 
living systems are stressed throughout the course. The course uti- 
lizes a variety of pedagogical techniques such as multimedia 
presentations, optional review sessions, and an on-line discussion 
group in order to facilitate biological literacy among the participat- 
ing students. 
Eric Strauss 
Silvard Kool 

BI 102 Survey of Biology II (Spring: 3) 

This course is a continuation of BI 100. The spring semester 
topics focus on biology at the organismal and population level. 
Topics include population genetics, evolution of new species, 
extinction, neurophysiology, behavior, conservation biology and 
human evolution. 
Eric Strauss 
Silvard Kool 

BI 110 General Biology (Fall: 3) 

Corequisites: BI 111 

A course designed to bring to the attention of students the rel- 
evance of biology to everyday life and to illustrate application of the 
scientific method to problems of biology. Aspects of organismal 
function at the individual and population levels will be discussed. 
Topics such as cellular and molecular basis of life, metabolism, 
genetics, physiology, population dynamics, ecology, evolution, and 
diversity will be considered. This year-long course offers a compre- 
hensive view of the field and is designed for students not intending 
to major in biology or biochemistry and unlikely to take upper level 



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Arts and Sciences 



Biology courses (numbered 300 and higher). Majors and others 

anticipating enrollment in BI 304-305 or other advanced biology 

courses should take BI 200-202 instead. 

Jonathan Goldwaite 

Donald J. Plocke, S.J. 

BI 1 1 1 General Biology Laboratory I (Fall: 1) 

Lab fee required 

This course is required of students taking BI 110 and it is 
open to non-biology/biochemistry majors who are currently taking 
or who have previously taken BI 200-202. This course does not 
fulfill the laboratory requirement for biology and biochemistry 
majors. One two-hour laboratory period per week. 
Jonathan J. Goldthwaite 
Donald J. Plocke, S.J. 
BI 112 General Biology II (Spring: 3) 
Lab fee required 
Corequisites: BI 1 1 3 

This course is a continuation of BI 110. 
Carol Halpern 
Thomas N. Seyfried 

BI 113 General Biology Laboratory II (Spring: 1) 
Lab fee required 

This course is required of all students taking BI 112 and is 
open to non-biology/biochemistry majors who are currently taking 
or who have previously taken BI 200-202. This course does not 
fulfill the laboratory requirement for biology and biochemistry 
majors. One two-hour laboratory period per week. 
Carol Halpern 
Thomas N. Seyfried 

BI 130 Anatomy and Physiology I (Fall: 3) 

Corequisites: BI 1 3 1 

An intensive introductory course designed to bring out the 
correlations between the structure and functions of the various 
body systems. Each system discussed is treated from microscopic to 
macroscopic levels of organization. This course is primarily 
intended to prepare nursing students for their clinical career. 
Students outside the School of Nursing should consult with the 
Department of Biology. 
Elinor M. O'Brien 

BI 131 Anatomy and Physiology Laboratory I (Fall: 1) 
Lab fee required 

Laboratory exercises intended to familiarize students with the 
various structures and principles discussed in BI 130 through the 
use of anatomical models, physiological experiments and limited 
dissection. One two-hour laboratory period per week. Required of 
Nursing students taking BI 130. 
R. Douglas Powers 

BI 132 Anatomy and Physiology II (Spring: 3) 
Corequisites: BI 1 33 

A continuation of BI 130. 
Carol Halpern 

BI 133 Anatomy and Physiology Laboratory II (Spring: 1) 
Lab fee required 

A continuation of BI 131. 
R. Douglas Powers 

BI 134 Human Physiology 1 (Fall: 3) 

A lecture course which focuses on the correlations between 
and structure and functions of the various systems of the human 



body. Each system is treated from the microscopic to the macro- 
scopic levels of organization. This course is not intended for 
students in the School of Nursing. 
Elinor M. O'Brien 

BI 135 Human Physiology II (Spring: 3) 

A continuation of BI 134. 
Carol Halpern 

BI 200 Introductory Biology I (Fall: 3) 

Prerequisites: CH 1 09 or equivalent or permission of department 
Corequisites: CH 109 or equivalent or permission of department 

An introduction to living systems at the molecular, cellular, 
organismal and population levels of organization. Required for biol- 
ogy and biochemistry majors and open to others unless seating 
becomes limited, in which case the biology and biochemistry 
majors will be given preference. For a full introduction to the bio- 
logical sciences students also need to enroll in a year of introductory 
biology laboratories. Biology and biochemistry majors are advised 
to enroll in the required BI 307-BI 308 labs in their sophomore 
year. Other majors are advised to enroll concurrently in the BI 111- 
BI 113 labs. Variations from this scheduling pattern are possible but 
require departmental approval. 
Anthony T Annunziato 
R. Douglas Powers 
Chester S. Stachow 
Arlene Wyman 

BI 202 Introductory Biology II (Spring: 3) 

Prerequisites: CH 1 1 or equivalent and permission of department 
Corequisites: CH 1 1 or equivalent and permission of department 

A continuation of BI 200. 
Robert R. Woljf 
The Department 

BI 209 Environmental Biology (Fall: 3) 

A consideration of the complex and intricate interactions 
between the living and non-living environment and how each of us 
plays a part in a fragile and increasingly fragmented natural world. 
Energy flow, biogeochemical cycles, evolution and natural selection 
and current, major environmental issues such as ozone holes, acid 
rain, human population growth and environmental toxins will be 
discussed. Guest speakers and 2 to 3 field trips are included. 
Judith Chupasko 

BI 214 Capstone Science and Religion: Contemporary Issues 
(Spring: 3) 
Cross listed with UN 521 

Is it possible for a contemporary scientist to be a believer in 
God and, in particular, a Christian believer? This course will 
explore this question by examining the interaction ber^veen religion 
and science from early modern times (Galileo and Newton) to the 
present (Hawking, Peacocke, Teilhard de Chardin). The origin of 
the universe and the origin and evolution of life on earth will be 
explored. The influence of contemporary physics and biolog}' on 
the believer's understanding of God's interaction with the world will 
be considered. Throughout, participants will be encouraged to con- 
sider how religious and scientific ways of thinking have influenced 
their own lives. Some knowledge of science, particularly familiarity 
with some basic concepts of physics, will be assumed. 

N.B. Since this is a course in the Capstone Program, registra- 
tion is restricted to seniors and second-semester juniors. 
Donald J. Plocke, S. J. 



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BI 2 1 5 Biotechnology and Medicine (Fall: 3) 

Prerequisites: Two semesters of college biology 

This course is designed to give students a basic understanding 
of gene function and analysis and applications of molecular genetics 
to medicine and biotechnology. Recent advances in our under- 
standing of human genes have presented new possibilities for 
medical therapeutics and accelerated the growth of the biotechnol- 
og)' industry. The course will begin with the basics of gene 
structure, organization and expression. Topics to be discussed 
include the analysis of gene polymorphisms in humans, diseases 
involving altered proteins, pharmaceuticals based on genes and gene 
therapy. 
Clare O'Connor 

BI 216 Epidemics, Disease and Humanity (Fall: 3) 
Satisfies the Natural Sciences Core requirement 
Not intended for biology majors 

Major human diseases will be discussed under the themes of 
poverty and sanitation, sexuality and behavior, inheritance and the 
environment. Specific topics will include epidemics (such as the 
plague and influenza), genetically inherited diseases (such as breast 
cancer), the role of antibiotics and vaccines in controlling diseases, 
and the role of politics and economics in the treatment of key ill- 
nesses (such as smallpox, tuberculosis and AIDS). Students will 
learn basic concepts of biology including cell structure and genetics, 
physiology, immunology, and the special relationship between 
pathogens and their hosts. 
Mary Kathleen Dunn 
BI 220 Microbiology (Fall: 2) 
Prerequisites: 'Ql 130-132 

This course is a study of the basic physiological and biochemi- 
cal activities of microorganisms, effective methods of destruction, 
mechanisms of drug action on microorganisms, and the application 
of serological and immunological principles. Intended primarily for 
nursing students. 
Elinor M. O'Brien 

BI 221 Microbiology Laboratory (Fall: 1) 
Lab fee required 

One two-hour laboratory period per week. To be taken in con- 
junction with BI 220. 
Elinor M. O'Brien 

BI 230 Biostatistics (Fall/Spring: 3) 

This course will introduce biology students to the basic statis- 
tical techniques that are used in conducting biological and medical 
research. The course is divided into four parts: (1) Descriptive 
Statistics (averages, variability); (2) Probability and Probability 
Distributions (basic probability theory and the Binomial, Poison, 
and Normal Distributions); (3) Statistical Inference (parametric and 
non-parametric tests); and, (4) Relationships between Variables 
(simple and multiple regression). Students will become familiar 
with a standard statistical analysis software package and will critique 
actual research papers. 
Richard A. McGowen, S.J. 

BI 304 Molecular Cell Biology and Genetics I (Fall: 3) 
Prerequisites: BI 200-202 or permission of department 
Corequisites: BI 308 

This course, focusing on molecular cell biology, is designed to 
give students a foundation in the molecular biology of the cell and 
in genetics beyond the level offered in first year courses in biology. 
It serves as excellent preparation for more advanced courses in cell 
biology, molecular biology and genetics. The fall semester covers 
cell and molecular biology. The spring semester introduces students 



to microbial and eucaryotic genetics. The course and the accompa- 
nying laboratory (BI 308) are required for majors and 
recommended for premedical students. 
Thomas Chiles 
Clare O'Connor 

BI 305 Molecular Cell Biology and Genetics II (Spring: 3) 

Corequisites: BI 308 

This course, which focuses primarily on genetics, is a continu- 
ation of BI 304. 
Charles S. Hoffman 
William S. Petri 

BI 307 Laboratory Basis of Biological Investigation (Fall: 2) 
Two (2) credit lab fee required 
Prerequisites: BI 200-202 or permission of department 

An introductory biology laboratory for biology and biochem- 
istry majors who have completed BI 200-202 in their freshman year 
or who are concurrently taking BI 200-202 in their sophomore 
year. Open to others who have taken BI 200-202 if space is avail- 
able. This course emphasizes the construction of hypotheses and 
experiments to test them. Students will be given a practical intro- 
duction to the experimental approaches used in three foundational 
areas of biology: biochemistry and cell biology, physiology and 
organ systems, ecology and field biology. Lab meets twice a week. 
MaryDilys Anderson 

BI 308 Molecular Biology and Genetics Laboratory (Spring: 2) 
Two (2) credit lab fee required 

Corequisites: BI 304-BI 305 

A laboratory course designed to accompany BI 304-305 and 
to introduce students to basic techniques in molecular biology and 
genetics. Included are exercises in sterile technique, bacterial and 
viral culture, bacterial transformation, DNA isolation and analysis, 
restriction enzyme mapping and genetic analysis. Lab meets twice a 
week. 
MaryDilys Anderson 

BI 399 Scholar of the College (Spring: 6) 

See the College of Arts and Sciences section of this Catalog. 
This course can count as a maximum of one upper-division elective 
if no other elective credit has been claimed for other research 
courses. 
The Department 

BI 400 Plants and Human Affairs (Fall: 3) 

Prerequisites: BI 200-BI 202 or permission of the instructor 

Lecture/discussions and readings will be used in a multidisci- 
plinary approach to the subject. We will learn about topics such as 
the following: domestication and breeding of crop plants, produc- 
tion and protection of the world human food supply, medicinal and 
drug plants, renewable production of fibers and fuels, aesthetic uses, 
recent advances using genetic engineering, etc. How some land-use 
practices of modern agriculture and forestry affect the conservation 
of regional and migratory wild species is also planned. Two classes 
per week. 
Jonathan J. Goldthwaite 

BI 401 Environmental Biology (Fall: 3) 
Prerequisites: BI 200-202 

A consideration of the complex and intricate interactions 
between the living and non-living environment and how each of us 
plays a part in a fragile and increasingly fragmented natural world. 
Energy flow, biogeochemical cycles, evolution and natural selection 
and current, major environmental issues such as ozone holes, acid 
rain, human population growth and environmental toxins will be 
discussed. Guest speakers and 2 to 3 field trips are included. This 



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class meets with BI 20'-) but includes an additional session b)' 

arrangement, more challenging examinations, and a term paper to 

justify upper-division credit tor students who have taken BI 200- 

202. 

Judith Chupasko 

BI 409 Virology (Spring: 3) 

Prerequisites: BI 200-Bl 202 or permission of the instructor 

This course will consider viruses that are important in human 
infectious disease. Viruses to be examined include InHuenza, cancer 
related viruses such as the Epstein Barr Virus and the human pappi- 
loma virus, HIV, and the "emerging" viruses such as Ebola and the 
hantaviruses. The role ot vaccination in eliminating small pox and 
its implication in human infections with a related monkey pox 
virus will also be discussed. The molecular biology of virus life 
cycles and issues related to epidemiology and etiology will be con- 
sidered in the context of infectious disease. 
Kathleen Dunn 

BI 412 Bacteriology (Spring: 3) 
Lab fee required 
Prerequisites: BI 200-202, CH 231 taken concurrently or previously 

A study of microorganisms as examples of independent cellu- 
lar life forms, as agents of disease and as contributors to our 
environment. Topics covered will include: microbial growth, the 
control of microorganisms, antimicrobial chemotherapy, the nature 
of viruses, recombination and plasmids, the immune response and 
microbial diseases of humans. 
Chester S. Stachow 

BI 430 Functional Histology (Fall: 3) 
Prerequisites: BI 200, BI 202 and BI 304 

This course investigates the microscopic structure of all of the 
tissues and organs of the body as discernible through the light 
microscope. Special emphasis will be placed on learning how the 
structure of a tissue or organ reflects its function and its possible 
clinical significance. There will be two one-hour lectures and one 
three-hour lab each week. 
Ann G. Yee 

BI 435 Biological Chemistry (Fall: 3) 

Prerequisites: BI 200, CH 231 or permission of the instructor 

This one semester course in biochemistry is designed to intro- 
duce biology and biochemistry majors to the subject with an 
emphasis on understanding how knowledge of biochemical princi- 
pals is useful to those engaged in biological research at the 
molecular, cellular and organismal levels. The course material 
includes the following: the properties, synthesis and metabolic 
activities of carbohydrates, amino acids, proteins, lipids and nucleic 
acids, and how the biochemical processes meet the energy, biosyn- 
thetic and nutritional requirements of the cell. When relevant, 
reference will be made to alterations in these processes in specific 
diseases. Students also interested in enrolling in a biochemistry lab- 
oratory course should see BI 480. 
Daniel A. Kirschner 

BI 438 Biology of the Cell Cycle (Fail/Spring: 3) 
Prerequisites: BI 200, BI 202, BI 304, BI 305 or permission of 
instructor 

The control of the cell cycle and cell proliferation is critical for 
the survival and success of organisms. This course examines in 
detail the molecular and cell biology of the cell cycle and the cur- 
rent understandings of cell cycle regulation and how cancer cells 
manage to escape normal control mechanisms. 
Cynthia Ladino 



BI 440 Molecular Biology (Spring: 3) 
Prerequisites: BI 304, CH 231-232 

An intermediate level course in molecular biology with 
emphasis on the relationship between three-dimensional structure 
and Kmction of proteins and nucleic acids. Topics will include the 
following: physical methods for the study of macromolecules; pro- 
tein folding motifs and mechanisms of folding; molecular 
recognition; DNA topology, replication, repair and recombination; 
RNA synthesis and processing; genetic code and translation; and 
molecular mechanisms for regulation of gene expression. (This 
course, together with BI 435, satisfies the requirement of a year of 
basic biochemistry for the biochemistry major.) 
Donald J. Plocke, S.J. 

BI 442 Principles of Ecology (Fall: 3) 

Prerequisites: BI 200-202 or equivalent, or permission of instructor 

This course includes readings in and discussions of principles 
and concepts of modern ecological theory. Ecological relationships 
will be studied at the individual, population, community, and 
ecosystem levels. Evolution will be a common theme throughout 
the course. Past topics have included mathematical models of popu- 
lation growth, behavioral ecology, predator-prey interactions, 
energy and productivity, and nutrient cycling. If time permits, envi- 
ronmental aspects of ecology will be covered at the end of the 
course. There will be two required field trips. 

A limited number of places will be reserved for non-biology 
majors who have appropriate background experience. 
RohertJ Wolff 

BI 443 Coastal Field Ecology (Fall: 3) 

Prerequisites: BI 100-102 or BI 110-112 or BI 200-202 or permis- 
sion of instructor 

This course includes both classroom and field investigations 
into the ontogeny and natural history of barrier beach systems in 
New England. Taught extensively from the original literature, 
course topics include abiotic factors such as tides and climate, floral 
and faunal biodiversity and ecology, as well as the conservation of 
rare ecosystems. The course includes field trips to, and projects at 
the Sandy Neck barrier beach study site on Cape Cod. This course 
is a suggested prerequisite for students wishing to take Methods in 
Environmental Research (BI 449). 
Peter Auger 

BI 444 Ecology and Conservation of Plant Communities 
(Spring: 3) 

Prerequisites: BI 110-1 12 or BI 200-202 or equivalent or permission 
of the instructor 

Using readings and lecture/discussions this course deals with 
two related subject areas. We address several main topics in the 
ecology of natural vegetation including: ecotypes, population 
dynamics, life history patterns, community structure, competition, 
herbivory, succession, and fire and other disturbances. 

Several topics of the modern multidisciplinary field of conser- 
vation are also introduced. These include: natural populations and 
species, population demography, biodiversity losses, values and 
ethics, economic philosophy, design and management of conserva- 
tion reserves, management of public and private multiple-use lands, 
and restoration ecology. This subject uses some examples from ani- 
mals as well as plants. 
Jonathan J. Goldthwaite 

BI 445 Animal Behavior (Spring: 3) 

Prerequisites: One year of an introductory Biology or permission of 

the instructor 



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This course will investigate the evolution, development, and 
adaptive significance of (lie observed behavior of animals across a 
broad taxononiic distribution, i'he course will be structured around 
major theoretical and research topics in the field including commu- 
nication, social behavior, reproductive strategies, territoriality, 
animal cognition, and the role of behavioral studies in the manage- 
ment of endangered species. I he class meets twice per week, once 
each for a 2.5 hour lecture section and a one hour mandatory dis- 
cussion group. One weekend field trip to the Cape Cod field station 
is planned and optional field activities are available for interested 
students. 
Eric Strauss 

BI 446 Marine Biology (Spring: 3) 

Prerequisites: Bl 200-Bl 202 or permission of instructor 

An introduction to marine organisms, accompanied by discus- 
sion of morphological, physiological, and behavioral adaptations to 
the marine environment. This will be followed by an in-depth 
analysis of selected marine ecosystems. Special topics that may be 
considered at semester's end include aqua culture, marine biomedi- 
cine, and effects of pollution on marine ecosystems. Three required 
field trips. Two lectures per week. A limited number of places will 
be reserved for non-biology majors who have appropriate back- 
ground experience. 
Silvard Kool 

BI 449 Methods in Environmental Field Research (Spring: 3) 
Two (2) credit lab fee required 

Prerequisites: At least one course in Ecology, Coastal Science, 
orAnimal Behavior and instructor's consent 

Intended for Juniors potentially interested in pursuing some 
type of organismal independent science project during their senior 
year. Methods used in environmental field ecology encompass areas 
associated with animal behavior, field biology and public health. 
Maximum 10 students. 
Peter Auger 

BI 454 The Literature of Biochemistry (Fall: 3) 
Prerequisites: Biochemistry, BI 435 or CH 561 

This is a seminar-type course in which students read research 
papers from the original literature and then discuss their contents 
during the classroom period. The course will include in-depth read- 
ing and discussions of the biochemistry of the amino acids and 
proteins, methods of bimolecule separation and identification, bio- 
chemistry of recombinant DNA technology and the biochemistry 
of AIDS and retroviruses. Discussion of retroviruses and a brief dis- 
cussion of cellular immunology. 
Joseph A. Orlando 
BI 458 Evolution (Fall/Spring: 3) 
Prerequisites: BI 200-202 

After examining the mechanisms and other factors that 
account for the process of evolution, this course will take the stu- 
dents on a journey through geological time. It will illustrate the 
sequence of events that lead to the introduction of new forms of 
life, as corroborated by the fossil record, and it will discuss possible 
relationships between past and present-day organismal diversity. 
The history of the development of the theory of evolution itself will 
also be topic of discussion. Furthermore, theoretical evolutionary 
viewpoints will prcwide a basis tor understanding the development 
of methods for reconstructing evolutionary patterns and determin- 
ing phylogenetic relationship and classification. 
Silvard Kool 
David Krauss 



BI 460 Understanding Evolution (Spring: 3) 
I'rerequiiites: Permission of insirucKjr 

The philosophical and theological aspects of evolution will be 
treated, followed by a scientific treatment of the origin of life. 
The Department 

BI 461-462 Undergraduate Research (Fall/Spring: 3) 
I.ab fee per semester required 

I'rerequtsttes: IVrniission of the Chairpcrwjn 

Undergraduate students of advanced standing may panicipatc 
in research projects in the laboratory of a faculty member. 
The Department 

BI 463-464 Research in Biochemistry (Fall/Spring: 3) 
Lab fee per semester required 

Prerequisites: IVrmission of the Chairperson 

Undergraduate students of advanced standing may p>articipatc 
in research projects in the laboratory of a faculty member. 
The Department 

BI 465-466 Advanced Undergraduate Research I (Fall/Spring: 3) 
Lab fee per semester required 
Prerequisites: Permission of the Chairperson 

Designed for students who have completed two semesters of 
undergraduate research under course numbers BI 461 through BI 
464 and who desire to continue independent research projects 
under the guidance of department faculty. 
The Department 

BI 474 Principles of Metabolism (Spring: 3) 
Prerequisites: CH 23 1 

In order for life to be sustained, living organisms must extract 
energy from their environments and must synthesize their building 
blocks and macromolecules. In this course, we will study specific 
sequences of enzyme-catalyzed reactions that lead to the degrada- 
tion of major energy-rich molecules-carbohydrates, fats and amino 
acids-and the release of some of their cnerg)' as ATP. In addition, we 
will examine the important pathways by which major macromole- 
cules are built from simple precursors at the expense of chemical 
energy. 
Joseph A. Orlando 

BI 480 Biological Chemistry Laboratory (Fall: 3) 
Lab fee required 

Prerequisites: BI 435 or equivalent 
Corequisites: BI 435 or equivalent 

This is an advanced project laboratory for students interested 
in hands-on training in modern biochemical techniques under close 
faculty supervision in a new, dedicated laboraton.' designed for this 
purpose. In addition to formal lab training and discussion sections, 
students will have access to the lab outside class hours to work on 
projects intended to produce publication quality data. Ideal for stu- 
dents interested in solid grounding for and exposure to academic 
research in the area of biochemistry. 
The Department 

BI 481 Introduction to Neurosciences (Spring: 3) 

Prerequisites: One year ol an introductory biology course, e.g.. BI 

200 

This course is intended to provide a comprehensive introduc- 
tion to the structure and function of the nervous s>'stcm. ^Xc will 
adopt a multi-level approach and consider neural functioning at 
molecular, cellular and organismal levels. Topics coxxred will 
include the physiology- of the neuron; the pharmacoU-)gicil .ind 
molecular bases of neurotransmission; the fundamentals of nervous 



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system organization; and the neural basis of higher order processes 
such as sensory integration and perception, and memory and cogni- 
tion. 

William J. Brunken 

BI 490 Tutorial in Biology (Fall/Spring: 3) 
Prerequisites: Permission of the instructor and Chairperson 

This course is a directed study that includes assigned readings 
and discussions of various areas of the biological sciences. 
The Department 

Undergraduate and Graduate Course Offerings 

BI 506 Recombinant DNA Technology (Fall: 3) 

Prerequisites: BI 304-305 (or equivalent) or permission of the 
instructor 

This course will describe the theory and practice of recombi- 
nant DNA technology, and its application within molecular biology 
research. Topics will include the cloning of genes from various 
organisms, plasmid construction, transcriptional and translational 
gene fusions, nucleic acid probes, site-directed mutagenesis, poly- 
merase chain reaction, and transgenic animals. The goal of the 
course is to make the research-oriented student aware of the wealth 
of experimental approaches available through this technology. Two 
lectures per week. 
Charles S. Hoffman 

BI 509 Vertebrate Cell Biology (Spring: 3) 
Prerequisites: BI 304 and BI 305 

This is an advanced cell biology course focusing on the inte- 
gration of gene activity, subcellular structure, extracellular signals, 
and specialized function in vertebrate cells. The course will involve 
an in-depth study of differentiated cell types, including erythro- 
cytes, lens and photoreceptor cells, nerve and muscle cells, epithelia, 
and cells of the immune system. The molecular and genetic bases 
for diseases affecting these cell types will be discussed. The course 
will also include recent developments in the area of cell cycle con- 
trol and the transformation of normal cells into cancerous cells. 
Clare O'Connor 

BI 510 General Endocrinology (Spring: 3) 

Prerequisites: Introductory Biology or permission of instructor 
Suggested: Organic Chemistry, Physiology 

Many tissues (e.g., the brain, heart, kidney) as well as the clas- 
sical endocrine organs (e.g., adrenal, thyroid) secrete hormones. 
This course is concerned with normal and clinical aspects of hor- 
mone action. The effects of hormones (and neurohormones) on 
intermediary metabolism, somatic and skeletal growth, neural 
development and behavior, development of the gonads and sexual 
identity, mineral regulation and water balance, and mechanisms of 
hormone action will be considered. 
The Department 

BI 515 Biophysical Chemistry (Fall: 3) 

Prerequisites: BI 440 (or equivalent), and physics with calculus. 
Suggested: A one-semester course in physical chemistry is desirable 
but not required. 

This course includes lectures on a number of the most impor- 
tant physicochemical methods for determining the structures of 
macromolecules. Topics include electrophoresis, sedimentation, vis- 
cosity, light scattering, UV and visible spectroscopy, CD 
spectroscopy, X-ray crystallography, and NMR spectroscopy. 
Donald J. Plocke, SJ. 
BI 540 Immunology (Fall: 3) 

Prerequisites: BI 200-202, CH 109-110 or permission of the 
instructor 



This course emphasizes the biology of the immune response: 
cell-cell interactions, antibody synthesis and diversity, the 
immunoglobulins, evolution of self recognition versus nonself (anti- 
gen), antigenicity, antibody-antigen reactions, immune protection, 
immune destruction, and problems in cancer and transplantation 
immunity. 
Allyn H. Ride 

BI 548 Comparative Animal Physiology (Spring: 3) 
Prerequisites: BI 200-202 

This is a course about how animals function as well as why 
they function as they do; thus, the course will emphasize the prob- 
lems to animal survival posed by the environment in which they 
live, and on the various alternative solutions to those problems that 
have been evolved by different animal groups, both vertebrate and 
invertebrate. The interplay of the fitness of the environment and 
the fitness of animals to survive in it will be explored. 
Carol Halpern 

BI 554 Physiology (Fall: 3) 

Prerequisites: BI 200-202 

This is a study of the fundamental principles and physico- 
chemical mechanisms underlying cellular and organismal function. 
Mammalian organ-systems will be studied, with emphasis on car- 
diovascular, respiratory and renal function, GI and 
neurophysiology. An optional laboratory (BI 555) is also offered. 
Grant W. Balkema 

BI 555 Laboratory in Physiology (Fall: 1) 

This course is intended to complement BI 554 and, although it is 
not a required co requisite of BI 554, it is strongly recommended 
Lab fee required 

Prerequisites: BI 554 
Corequisites: BI 554 

This laboratory course investigates both the four major organ 
systems (respiratory, cardiovascular, renal, and gastro-intestinal) and 
neurophysiology. The majority of the course consist of computer 
simulations and tutorials. A few wet labs will be used to illustrate 
specific principles. One three hour lab meeting per week is 
required. 
Grant W. Balkema 

BI 556 Developmental Biology (Spring: 3) 

Prerequisites: BI 304 and 305 or permission of the instructor 

Developmental biolog)' is in the midst of a far-reaching revo- 
lution that profoundly effects many related disciplines including 
evolutionary biology, morphology, and genetics. The new tools and 
strategies of molecular biology have begun to link genetics and 
embryology and to reveal an incredible picture of how cells, tissues, 
and organisms differentiate and develop. The course describes how 
both organismal and molecular approaches are leading to a detailed 
understanding of ( 1 ) how it is that cells containing the same genetic 
complement can reproducibly develop into drastically different tis- 
sues and organs; and (2) what are the basis and role of pattern 
information in this process. 
Douglas Powers 
Leonard Dobens 

BI 558 Neurogenetics (Fall: 3) 

Prerequisites: Genetics and Biological Chemistry 

The emphasis of this course is on the genetic and biochemical 
basis of neurological diseases in humans and mice. Special attention 
will be given to lipid storage disease, epilepsy, Huntington's disease, 
Alzheimer's disease, and movement disorders. 
Thomas Sey fried 



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BI 562 Neurophysiology (Spring: 3) 

Prerequisites: BI 554 or permission of the instructor 

This course is intended for advanced undergraduates or gradu- 
ate students. The course will cover the biophysics of membranes, 
nerve and muscle physiology, the neuromuscular junction, the neu- 
ronal synapse, and sensory physiology with emphasis on the visual 
system. 
Grant W. Balkema 

BI 570 Biology of the Nucleus (FaU: 3) 

Prerequisites: BI 304-305 (Molecular Cell Biology and Genetics I 
and II), Biochemistry (BI 435 plus BI 440; or CH 561 plus CH 
562); and permission of instructor/department 

This course provides an in-depth treatment of the molecular 
biology of DNA and RNA, with particular emphasis on the control 
and organization of the genetic material of eukaryotic organisms. 
Topics covered include chromatin structure, DNA replication, 
nucleosome assembly, introns, RNA processing, and gene regula- 
tion. 
Anthony T. Annunziato 

BI 580 Molecular Biology Laboratory (Spring: 3) 
Lab fee required 

Prerequisites: BI 440 or BI 506 or equivalent 
Corequisites: BI 440 or BI 506 or equivalent 

An advanced project laboratory limited to a maximum of 12 
students interested in hands-on training in the experimental tech- 
niques of molecular biology under close faculty supervision in a 
new, dedicated laboratory designed for this purpose. In addition to 
formal lab training and discussion sections, students will have access 
to the lab outside class hours to work on projects intended to pro- 
duce publication quality data. Methods taught will include 
macromolecular purification, electrophoretic analysis, recombinant 
DNA and cloning techniques, DNA sequencing, polymerase chain 
reaction, and the use of computers and national databases for the 
analysis of DNA and protein sequences. Ideal for students who 
desire a solid introduction to the methods of molecular biology 
through practical training. 
The Department 

Graduate Course Offerings 

BI 600 Biology Graduate Core I (Fall: 3) 

This course addresses selected topics in genetics, cellular and 
molecular biology, developmental biology, and neurobiology. 
Emphasis will be given to the discussion of original research papers. 
This course is required of all first year Biology graduate students in 
the M.S. and Ph.D. programs. 
The Department 

BI 601 Biology Graduate Core II (Spring: 3) 
This course is a continuation of BI 600. 
The Department 

BI 635 Graduate Biochemistry (Fall: 3) 

This course will cover the properties, synthesis, and metabolic 
activities of amino acids, proteins, carbohydrates and lipids, and 
how the biochemical processes meet the energy, biosynthetic, and 
nutritional requirements of the cell and organism. Biochemical 
alterations that lead to particular diseases will be included. 
Daniel A. Kirschner 

BI 681 Graduate Neurobiology (Spring: 3) 

This is a discussion course. Students will be required to attend 
BI 481 lectures, and one additional weekly meeting of 2 to 3 hours 



to discuss critical papers in the field. The discussion time will be 
arranged. All students interested in the neurosciences are encour- 
aged to take this course in their first year. 
William Brunken 
BI 799 Readings and Research (Fall/Spring: 3) 

Intended for M.S. students who are acquiring a knowledge of 
the literature and experimental methods associated with their 
research projects under the guidance of a faculty research advisor. 
Participation in research group meetings, journal clubs, data clubs, 
etc., may be required. A maximum of six credits may be earned 
from this course. 
The Department 
BI 801 Thesis Seminar (Fall/Spring: 3) 

A research problem of an original nature will be addressed. 
This course is designed for M.S. candidates under the direction of a 
faculty member. A maximum of six credits may be earned from this 
course. 
The Department 

BI 805-806 Departmental Seminar (Fall/Spring: 1) 

This is a series for research seminars conducted by leading sci- 
entists, both from within the Department and from other 
institutions, that are presented on a regular (usually weekly) basis. 
William H. Petri 

BI 819 Advanced Topics in Biochemistry (Spring: 2) 
This course is not open to first year graduate students. 

This is a seminar course that will consider cellular and molec- 
ular aspects of cell cycle control. It will explore mechanisms 
underlying how mammalian cells respond to extracellular signals by 
entering the cell cycle. The course will use as models cell types: B 
and T lymphocytes as well as macrophages and will cover both clas- 
sic and current research literature. 
Thomas Chiles 
BI 881 Thesis Seminar (Fall/Spring: 3) 

A research problem of an original nature will be addressed. 
This course is designed for M.S. candidates under the direction of a 
faculty member. A maximum of six credits may be earned from this 
course. 

The Department 
BI 888 Interim Study (Fall/Spring: 0) 

Required for Master's candidates who have completed all 
course requirements, but have not taken comprehensive examina- 
tions. Also for master's students (only) who have taken up to six 
credits of Thesis Seminar, but have not yet finished writing their 
thesis. 
The Department 

BI 998 Doctoral Comprehensive (Fall/Spring: 0) 

Required for Doctoral students who have completed all course 
requirements but are preparing for comprehensive examinations. 
The Department 

BI 999 Doctoral Continuation (Fall/Spring: 0) 

All students who have been admitted to candidacy for the 
Ph.D. degree are required to register and to pay the fee for doctoral 
continuation during each semester of their candidacy. Doctoral 
Continuation requires a commitment of at least 20 hours per week 
working on the dissertation. 
The Department 

Black Studies 

Departmental Notes 

Director: Frank E Taylor, 617-552-3239 
• Associate Director: Karen K. Miller, 617-552-0760 



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• Program Assistant: Sandra Sandiford, 617-552-3238 

• Web: http://infoeagle.bc.edu/bc_org/avp/cas/blksp/ 

Program Description 

Black Studies at Boston College is an interdisciplinary pro- 
gram that offers or cosponsors courses in several disciplines. 
Through courses in history, literature, sociology, philosophy, theol- 
ogy, and the arts, students may pursue a variety of approaches to 
understanding the Black experience. In addition, the Black Studies 
Program sponsors a four (4) week summer study program in the 
Caribbean for undergraduates who have completed at least one 
Black Studies course. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

BK 104-105 Afro-American History I (Fall/Spring: 3) 

Cross listed with HS 283-284 

Satisfies Cultural Diversity Core requirement 

The two-semester survey examines the history and culture of 
African-Americans from the pre-colonial period to the present. The 
first semester treats the period before the middle passage, the evolu- 
tion of slave and free society, the development of Black institutions, 
and the emergence of protest movements through the Civil War's 
end. During the second semester, the emphases are placed on issues 
of freedom and equality from Reconstruction, urban migration, 
civil rights struggles through current consideration of race, class, 
and gender conflicts. 
Karen Miller 

BK 106 Introduction to Afro-American Literature (Fall: 3) 
Cross listed with EN 418 

A survey of African-American literature from its oral begin- 
nings to the present. Emphasis is on major authors and works that 
exemplify key elements of language, style, subject, and theme. The 
course explores the literary treatment of the historical and social 
experiences of Blacks in the United States. 
Joyce Hope Scott 

BK 120 Religion in Africa (Fall: 3) 

Cross listed with TH 107 

Satisfies Cultural Diversity Core requirement 

See course description in the Theology Department. 
Aloysius Lugira 

BK 121 Christianity in Africa (Spring: 3) 
Cross listed with TH 108 

See course description in the Theology Department. 

Aloysius Lugira 

BK 14 1 Cross Cultural Studies: Caribbean (Spring: 3) 

This course examines the social structures and institutions of 
selected societies in the Caribbean basin. We will study, among oth- 
ers, the institutions of government, economy, religion, family and 
sports; we will examine the effects of structural variables such as 
race, ethnicity, language and gender. Comparisons will be made 
among the various cultures and with other societies, especially, espe- 
cially the United States. 
Michael Make 

BK 151 Race Relations (Fall: 3) 
Cross listed with SC 041 

See course description in the Sociology Department. 
Seymour Leventman 



BK 155 Introduction to African-American Society (Fall/Spring: 3) 
Satisfies Cultural Diversity Core requirement 

This is an introduction to studies of African peoples in the 
Americas as revealed in the literature of the social and behavioral 
sciences. The survey of African-Americans is not chronological but 
topical. Starting with a working definition of culture, the survey 
radiates outward from views on family to those on activities in the 
community. The nexus of politics and religion is covered. The sur- 
vey concludes with perspectives of change. 
William Harris 

BK 210 Survey of the African-American Societies (Fall: 3) 

Malcolm X defined African-Americans as all people of African 
descent living in the Western Hemisphere. Given this as true, what 
then accounts for the differences between African-Americans who 
are Brazilians, Jamaicans, Haitians and North Americans? Did the 
Africans that were brought to the new world just adopt the customs 
and mores of their captors or did they bring Africa with them? How 
much impact did these settlers have on the shaping of these new 
nations? This course will show the ways in which Africans adjusted 
to and overcame the conditions and circumstances in which they 
found themselves in the new world and survey the African's adapta- 
tion to European domination and the effects of their encounters 
with European societies. 
Sandra Sandiford 

BK 2 1 6 Black Women Writers (Spring: 3) 
Cross listed with EN 474 

A survey of Black woman prose or poetry writers of the 
United States from slavery to the present and their subjects, themes, 
and styles. Focus is on the origin and continuity of a Black woman's 
literary tradition. Major thematic emphasis is on questions of her- 
itage and identity: the African past, the legacy of slavery, social 
roles, and relationships. 
Joyce Hope Scott 

BK 234 Blacks in Electronic Media (Fall: 3) 
Cross listed with CO 120 

Media shape and reflect perceptions of reality. This course 
examines the roles and images of African-American and other peo- 
ples of color in radio and television. It also examines the history and 
nature of African-American participation in the radio and television 
industries in front of and behind the cameras and the microphones. 
The course examines the nature of the world presented by the 
broadcast media — who inhabits that world, and what do they do in 
it. 
Lawrence Watson 

BK 242 Black Women and Feminism (Fall: 3) 
Cross listed with SC 242 

The course will explore the issues of double discrimination, 
the matriarchy, overachievement, male/female relationships, and 
fear of success. These themes will make the connections among the 
political priorities Black women must set when forced to choose 
between gender and race. A survey of the relationships between suf- 
fragists and later major American woman's activist organizations 
and Afro-American women will be oflFered. In understanding the 
complications Black women encounter when they seek to attain 
their true womanhood, students will gain insight into the impact of 
that experience on the progress of all American women. 
Elizabeth Hadley Freydberg 
BK 253 Eyes On The Prize: Issues in Civil Rights (Fall/Spring: 3) 

This course is a comprehensive history of the people, the sto- 
ries, the events, and the issues of the civil rights struggle in America. 
The events of this period made America a more democratic society, 



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changed those who participated in the movement, gave rise to 
many other movements that transformed American cukure, and 
influenced a new generation of American leadership. The course 
focuses on the stories of the httle-known men and women who 
made this social movement and presents the material so that both 
those who lived through these turbulent years and those too young 
to remember them will come to know their importance in our lives. 
Derrick C. Evans 

BK 257 Race, Culture, and Social Structure in Colonial Latin 

America (Fall: 3) 

Cross listed with HS 268 

Satisfies Cultural Diversity Core requirement 

See course description in the History Department. 
Matthew Restall 

BK 266 Rhythm and Blues in American Music (Fail: 3) 
Cross listed v^dth MU 321 

See course description in the Music Department. 
Hubert Walters 

BK 268 The History and Development of Racism (Fall: 3) 

Cross listed with PL 268/SC 268 

Satisfies Cultiual Diversity Core requirement 

The purpose of this course is to increase participant awareness 
of the interrelationships of individual and institutional forms of 
racism and to deepen participant understanding of how to combat 
racism today. 

The course will survey historical forms of racism in the United 
States and will identify past and present methods of opposing 
racism. 
Horace Seldon 

BK 270 Black and Green: The Boston Experience (Fall: 3) 

This course will examine the historical origin, migration paths, 
and Boston experience of the Black and Irish communities of 
Boston. Emphasis will be placed on shared social and cultural fac- 
tors and the forces that have hindered cooperation and encouraged 
division within the larger Boston community. 
Andrew Bunie 
Sandra Sandiford 

BK 281 American Labor and Civil Rights Issues (Spring: 3) 
Cross listed with SC 279 

The course offers a comprehensive analysis of the effects of 
government policy and employer and labor union practices on the 
status of Black workers. The consequences of automation and tech- 
nological change for Black labor, the changing judicial perception 
of employment discrimination, the role of federal contract compli- 
ance, and the effects of anti-poverty programs among the urban 
Black population will be studied. "We will examine the social charac- 
teristics of the stable Black working class that has been central to 
Black protest and to community institutions, and consider the his- 
tory of the Black worker within the changing context of racial 
conflict in American society. 
Christopher Nteta 

BK 283 Blacks in Boston (Spring: 3) 

This course is an historical survey of the African American 
community in Boston from its inception in 1683 to the present. 
Black Boston's response to national and international trends and 
issues will be the background to a detailed examination of African 
American relationships to politics, economics, social structure, and 
education. Topics covered will include slavery. Black participation 
in the War of Independence, Eighteenth Century emancipation. 
Nineteenth Century abolitionism and the Civil War, institutional 
development, formal and informal education, business and labor, 



housing patterns, the Civil Rights movement, relationships with 
Euro-American groups, and the diversity within the Black commu- 
nity, particularly the Caribbean immigrant groups. 
Sandra Sandiford 

BK 285 Jazz in America (Spring: 3) 
Cross listed with MU 322 

See course description in the Music Department. 
Hubert Walters 

BK 290 Gospel Workshop (Fall/Spring: 3) 
Cross listed with MU 096 

See course description in the Music Department. 
Hubert Walters 

BK 318 Post Slavery History of the Caribbean and Latin America 

(Spring: 3) 

Cross listed with HS 318 

See course description in the History Department. 
Hubert Walters 
Frank Taylor 

BK 325 Revolutionary Cuba: History and Politics 

(Spring: 3) 

Cross listed with HS 325 

See course description in the History Department. > 

Hubert Walters 
Frank Taylor 

BK 345 Contemporary Praxis and Ideology (Spring: 3) 
Cross listed with PL 304 

This course examines human activities and ideas that shape 
contemporary societies from a Third World perspective and consid- 
ers their implications for international peace and justice. Black 
consciousness in South Africa and Sandinista consciousness in 
Nicaragua will be evaluated at length. Other revolutionary move- 
ments in Africa, Asia, and Latin America will also be explored. One 
class period will focus on the Black American civil rights move- 
ment. 
James Woodard 

BK 350 Racism and American Law (Spring: 3) 

This is a survey course designed to examine some of the legal 
underpinnings of racism in American law. Specifically, it will exam- 
ine the legislation and case law beginning when race was introduced 
to the United States through the institution of slavery to the present 
debates on Affirmative Action. As such it will focus on the follow- 
ing: the origins of slavery to Emancipation (1619-1863), 
Emancipation to legalized racial segregation (1863-1896), segrega- 
tion to desegregation (1896-1954), and desegregation to integration 
(1954-present). A special focus, too, will be devoted to some of the 
early legal pioneers, advocates, attorneys, and jurists who had an 
impact on racism and American jurisprudence. Finally, it will exam- 
ine the influences of race on the criminal justice system and civil 
rights legislation. 
Charles Walker, Jr. 

BK 365 U.S. Foreign Policy and South Africa (Fall: 3) 
Cross listed with HS 213 

This course examines the United States policy toward South 
Africa from 1948 to the present. It will focus on the ethics and 
morality of that policy and will evaluate its economic and social 
significance. In addition, it will explore the security ramifications 
and geo-political consequences of that policy. The course will also 
weigh the import of indigenous South African liberation move- 
ments, such as the African Congress and United Democratic Front, 



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as well as the impact of the United States Free South Africa 

Movement as influences of United States policy toward South 

Africa. 

James Woodard 

BK 373 Slave Societies in Caribbean and Latin America (Fall: 3) 

Cross listed with HS 373 

Satisfies Cultural Diversity Core requirement 

See course description in the History Department. 
Frank Taylor 

BK 410 African-American Writers (Fall: 3) 
Cross listed with EN 482 

See course description in the English Department. 
Henry Blackwell 

BK 493 Racism, Oppression and Cultural Diversity 

(Fall/Spring: 3) 

Cross listed wdth SW 723 

Prerequisites: Permission of Graduate School of Social Work 

See course description in the Graduate School of Social Work. 
The Department 

BK 500 Caribbean Summer Study (Spring: 3) 

Prerequisites: Department permission required. Interested students 
should apply to Dr. Frank Taylor, Director of the Black Studies 
Program by April 1 . 

The program will entail a 4 week stay in the Caribbean and 
will include visits to two island states, Barbados and Trinidad. 
Students will stay in the dormitories at the University of the West 
Indies. They will participate in an intensive programs of lectures 
and discussions. Classes will be held each day of the week between 
9-12 P.M. and will cover such topics as the following: Caribbean 
History and Politics, Caribbean Literature and Anthropology, and 
Caribbean Economic Problems. Students will have the opportunity 
of visiting places of historical interest — museums, old sugar planta- 
tions — and will be able to participate in popular festivals like the 
Crop Over Festival in Barbados and the socio-political milieu of the 
calypso tents of Trinidad and Tobago. 
Frank Taylor 

BK 511 Race, Class, Ethnicity (Spring: 3) 
Cross listed with HS 511 
Satisfies Cultural Diversity Core requirement 

See course description in the History Department. 
Andrew Bunie 

BK 512 History of Black Nationalism (Fall: 3) 
Prerequisites: Permission of Instructor; must have taken one African- 
American History course 

This course examines the evolution and diversity of Black 
Nationalism and nationalist ideologies in the United States from 
the early nineteenth century through the present. Detailed study of 
several distinct nationalist strategies — including emigrationist, sepa- 
ratist, cultural, and accommodationist — and their proponents will 
allow students to analyze and compare the forces influencing the 
evolution, proliferation, retrenchment, and resurgence of nationalist 
constructs at various points in African American history. 
Karen K. Miller 

BK 592 Black Studies Minor: Thesis Preparation (Spring: 3) 

Prerequisites: Must be a Black Studies Minor 

Final requirement for students pursuing the minor in Black 
Studies. The Black Studies Minors Thesis, required of all minors, 
provides the opportunity to research, analyze, and write critically 
about an issue relevant to African, African American, or Caribbean 
life and/or history. You should develop a research topic, a bibliogra- 



phy or list of sources you plan to consult, and an outline of your 
project for review by both a faculty advisor willing to supervise your 
work and for approval by the Director of Black Studies. 
Frank Taylor 

Chemistry 

Faculty 

Joseph Bernstein, Professor Emeritus; B.S., Boston College; Ph.D., 

Massachusetts Institute of Technology 

Andre J. de Bethune, Professor Emeritus; B.S., St. Peter's College; 

Ph.D., Columbia University 

Robert F. O'Malley, Professor Emeritus; B.S., M.S., Boston College; 

Ph.D., Massachusetts Institute of Technology 

George Vogel, Professor Emeritus; ^.S., D.Sc, Prague Technical 

University 

Michael J. Clarke, Professor; A.^., Catholic University; M.S., 

Ph.D., Stanford University 

Paid Davidovits, Professor; Chairperson of the Department; B.S., 

M.S., Ph.D., Columbia University 

Amir H. Hoveyda, Professor; B.A., Columbia University; Ph.D., 

Harvard University 

Evan R. Kantrowitz, Professor; A.^., Boston University; A.M., 

Ph.D., Harvard University 

T. Ross Kelly, Vanderslice Professor; B.S., Holy Cross College; 

Ph.D., University of California at Berkeley 

David L. McFadden, Professor; K.^., Occidental College; Ph.D., 

Massachusetts Institute of Technology 

Larry W. McLaughlin, Professor; B.Sc, University of California at 

Riverside; Ph.D., University of Alberta 

Yuh-kang Pan, Professor; B.S., National Taiwan University; Ph.D., 

Michigan State University 

Mary F. Roberts, Professor; A.^., Bryn Mawr College; Ph.D., 

Stanford University 

Dennis J. Sardella, Professor; B.S., Boston College; Ph.D., Illinois 

Institute of Technology 

Larry T. Scott, Professor; A.B., Princeton University; Ph.D., 

Harvard University 

William H. Armstrong, Associate Professor; B.S., Bucknell 

University; Ph.D., Stanford University 

E. Joseph Billo, Jr., Associate Professor; B.S., M.S., Ph.D., 

McMaster University 

Udayan Mohanty, Associate Professor; B.Sc, Cornell University; 

Ph.D., Brown University 

Martha M. Teeter, Associate Professor; B.A., Wellesley College; 

Ph.D., Pennsylvania State University 

John Fourkas, Assistant Professor; B.A., M.A., California Institute 

of Technology; Ph.D., Stanford University 

Scott Miller, Assistant Professor; B.A., Ph.D., Harvard University 

Marc Snapper, Assistant Professor; B.S., Union College; Ph.D. 

Stanford University 

Robert Umans, Adjunct Associate Professor; A.B., Columbia 

University; M.S., Ph.D., Yale University 

Laura Muller, Adjunct Assistant Professor; A3., Bard College; 

Ph.D., University of Texas 

Departmental Notes 

• Undergraduate Program Information: Dr. Joseph Billo, 
617-552-3619 

• Graduate Program Information: Dr. Lawrence Scott, 
617-552-8024 

• Administrative Secretary: Brenda M. O'SuUivan, 
617-552-2830, brenda.osullivan@bc.edu 

• Receptionist/Secretary: Matthew ScuUin, 



56 



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mmmm 




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w 



Arts and Sciences 



617-552-3606, matthew.scullin@bc.edu 
• World Wide Web: http://ch03.bc,edu/ 

Undergraduate Program Description 

The Chemistry Department offers a flexible curriculum for 
those who wish to acquire a knowledge of chemistry within the 
environment of a liberal arts college. The Chemistry Department is 
approved by the ACS Committee on Professional Training. The 
B.S. degree in Chemistry is certified by the American Chemical 
Society. 

Major Requirements 

The recommended sequence for the Chemistry major is as fol- 
lows: 

First year: CH 109-1 10 General Chemistry with Laboratory or 
CH 117-118 Principles of Modern Chemistry with Laboratory; 
two semesters of Physics with Laboratory (PH 209-210 or 211-212 
widi PH 203-204); two semesters of Calculus (MT 102-103); 4 
Core courses. 

Second year: CH 231-232 Organic Chemistry or CH 241-242 
Honors Organic Chemistry with Laboratory; CH 351 Analytical 
Chemistry with Laboratory; CH 222 Introduction to Inorganic 
Chemistry with Laboratory; MT 202 Calculus (MT 305 in second 
semester is recommended); 4 elective or Core courses. 

Third year: CH 575-576 Physical Chemistry; CH 555-556 
Advanced Chemistry Laboratory; 6 elective or Core courses. 

Fourth year: CH 561 Biochemistry I (CH 562 in second 
semester is recommended); 7 elective or Core courses. 

The information above describes the requirement for a B.S. 
degree in Chemistry at Boston College. 
Information for First Year/Majors and Non-Majors 

Students who intend to be Chemistry or Biochemistry majors 
must enroll in CH 109 General Chemistry and CH 111 General 
Chemistry Laboratory, or CH 117 Principles of Modern Chemistry 
and CH 119 Modern Chemistry Laboratory. The choice of 
Chemistry or Biochemistry as a major requires that certain courses 
in other disciplines be taken as soon as possible. 
Fulfilling the Core Science Requirement 

The requirement of two courses in Natural Science may be 
fulfilled by any of the following courses: CH 105, CH 106, CH 
109 with CH 111, CH 110 with CH 112. The courses specifically 
intended for students who are not science majors are CH 105 and 
CH 106. 

Biochemistry Major 

Refer to the Biochemistry section for a description of this 
interdisciplinary major. 

Graduate Program Description 

The Department of Chemistry offers programs leading to the 
degrees of Doctor of Philosophy and Master of Science in inorganic 
chemistry, organic chemistry, physical chemistry, and biochemistry. 
The Master of Science in Teaching (M.S.T) program is adminis- 
tered through the Graduate School of Education in cooperation 
with the Department of Chemistry. It requires admission to both 
the Graduate School of Education and to the Department of 
Chemistry. Course requirements vary depending upon the candi- 
date's prior teaching experience; however, all Master's programs 
leading to certification in secondary education include practica 
experiences in addition to course work. For further information on 
the M.S.T, please refer to the Graduate School of Education sec- 
tion entitled, "Master's Programs in Secondary Teaching," or call 
the Office of Graduate Admissions, GSOE, at 617-552-4214. 



All entering graduate students take placement examinations in 
inorganic, organic, biochemistry, and physical chemistry. The 
results of these examinations will be used to determine which 
courses each student should take. 

Degree Requirements 

Every student is expected to attain a grade point average of at 
least 2.50 at the end of his or her second semester in the Graduate 
School and to maintain it thereafter. If this standard is not met, the 
student may be required to withdraw from the graduate program. 
There is no total credits requirement for the Ph.D. degree; 30 cred- 
its are required for the M.S. degree. 

At the end of the second year, Ph.D. candidates must pass an 
oral exam that stresses material from their own research specialty 
and other related areas. Members of the student's thesis committee 
comprise the exam committee. Students who do not pass this exam 
will be placed in the M. S. degree program. 

The Master's program requires that the student complete a 
minimum of 30 graduate credits of course work. Students typically 
accumulate 1 8 to 20 credits during the first year. In the second year, 
the course credits usually include three credits for graduate seminar 
(CH 821-822, 831-832, 861-862 or 871-872, depending on the 
area of study) and six credits for thesis research (CH 801 Thesis 
Seminar). Students who have completed six credits of Thesis 
Seminar but who have not finished their thesis must register for 
CH 802 Thesis Direction. Students should register for CH 997 
Master's Comprehensive during the semester in which they intend 
to submit and defend their M.S. thesis. 

The Comprehensive Examination for the M.S. degree is a 
public, oral defense of the student's research thesis. The Ph.D. 
Comprehensive Examination consists of a series of cumulative 
examinations that test the student's development in his or her major 
field of interest and critical awareness and understanding of the cur- 
rent literature. 

Both the M.S. and Ph.D. degrees require a thesis based upon 
original research, either experimental or theoretical. During the sec- 
ond year, research will be the major effort of the student seeking a 
Master's degree. For the Ph.D. candidate, a research project requir- 
ing three to four years of sustained effort will begin usually after the 
first year of study. An oral defense of the dissertation before a fac- 
ulty thesis committee completes the degree requirements. A public 
presentation of the thesis is also required. 

Some teaching or equivalent educational experience is 
required. This requirement may be satisfied by at least one year of 
service as a teaching assistant or by suitable teaching duties. 
Arrangements are made with each student for a teaching program 
best suited to his/her overall program of studies. Waivers of teach- 
ing requirements may be granted under special circumstances with 
the approval of the Chairperson. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

CH 105-106 Chemistry and Society I (Fall/Spring: 3) 

This Core course is for non-science majors or for those who 
do not require a lab science course. The course objective is to intro- 
duce students to basic chemistry as applied to environmental 
problems. The course includes fundamental principles of inorganic 
and organic chemistry. The complexity of environmental problems 
will be illustrated through discussion of topics such as air and water 



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pollution, energy, hazardous waste, carcinogenic threats, and sus- 
tainable development. Students will be encouraged to develop 
proactive solutions based on the knowledge acquired in the course. 
Robert S. Umans 

CH 109-1 10 General Chemistry I (Fall/Spring: 3) 

Prerequisites: One year of high school chemistry 
Corequisites: CH 11 1, CH 113, MT 102-103 

This course is intended for students whose major interest is 
science or medicine. It offers a rigorous introduction to the princi- 
ples of chemistry, with special emphasis on quantitative 
relationships, chemical equilibrium, and the structures of atoms, 
molecules, and crystals. The properties of the more common ele- 
ments and compounds are considered against a background of these 
principles and the periodic table. The course is applicable to the 
Core requirement. 
Laura Mutter 
Yuh-Kang Pan 
Dennis J. Sardella 

CH 111-112 General Chemistry Laboratory I (Fall/Spring: 3) 
Lab fee required 

Laboratory required of all students enrolled in CH 109. One 
three-hour period per week. 
Tloe Department 

CH 113-114 General Chemistry Discussion I (Fall/Spring: 0) 
Required of all students in CH 109 

Discussion of lecture topics and problem-solving methods, in 
small groups. 
Tloe Department 

CH 117 Principles of Modern Chemistry I (Fall: 3) 

Prerequisites: Permission of Instructor 
Corequisites: QW 119, 121 

This is the first part of a one year course that serves as the 
Honors alternative to the two-semester General Chemistry, CH 
109-110. The course is designed for students interested in life sci- 
ences and medicine, as well as students with a general interest in 
chemistry. CH 117 begins with topics aimed at an understanding 
of the fundamental structural features of atoms and molecules and 
their relationship to recent developments in modern chemistry, par- 
ticularly in relation to biomedical sciences for example, design and 
development of anti cancer agents. Kinetics and thermodynamics, 
relevant chemistry of common elements, and the important physi- 
cal phenomena that these principles elucidate, are discussed. A 
logical and rational approach to appreciation of molecular events, as 
they relate to scientific discovery, is emphasized. 
John T. Fourkas 

CH 118 Principles of Modern Chemistry II (Spring: 3) 
Prerequisites: CH 117 
Corequisites: QW 120, CH 122 

This is the second part of a one year course that serves as the 
Honors alternative to the two-semester General Chemistry CH109- 
110. This course will build upon the chemical fundamentals that 
were covered in the first semester to introduce biological chemistry 
as well as its physical basis. Topics to be covered include the chem- 
istry of the amino acids, the structure and function of proteins and 
enzymes, an introduction to nucleic acids, energetics, metabolism, 
and biological oxidation-reduction reactions. 
Lawrence T. Scott 

CH 119-120 Modern Chemistry Laboratory I (Fall/Spring: 1) 
Lab fee required 

Laboratory required for all students enrolled in CH 117. This 
laboratory course stresses discovery-based experiments. It uses state- 



of-the-art instrumentation to illustrate the principles discussed in 
CH 117-118, and introduces students to techniques used in mod- 
ern chemical research. One three-hour period per week. 
Jokin T. Fourtias 
Laura Mutter 
CH 121-122 Modern Chemistry Discussion I (Fall/Spring: 0) 

Required of all students in CH 117. Discussion of lecture top- 
ics and problem-solving methods, in small groups. 
Ttje Department 

CH 161 Life Science Chemistry (Fall: 3) 

Corequisites: CW 163 

This course first introduces basic chemical principles, in 
preparation for a discussion of the chemistry of living systems that 
forms the major part of the course. Organic chemical concepts will 
be introduced as necessary, and applications will be made wherever 
possible to physiological processes and disease states that can be 
understood in terms of their underlying chemistry. 
Robert S. Umans 

CH 163 Life Science Chemistry Laboratory (Fall: 1) 
Lab fee required 

A laboratory course that includes experiments illustrating 
chemical principles and the properties of compounds consistent 
withCH 161. 
Robert S. Umans 

CH 222 Introduction to Inorganic Chemistry (Spring: 3) 
Prerequisites: CH 109-1 10 
Corequisites: CH 224 

This course offers an introduction to inorganic chemistry. 
Topics include the following: principles of structure and bonding, 
ionic and covalent bonding, acid-base concepts, coordination 
chemistry, organometallic chemistry, and inorganic chemistry in 
biological systems. 
E. Joseph Bilto 

CH 224 Inorganic Chemistry Laboratory (Spring: 1) 
Lab fee required 

Laboratory required of all students enrolled in CH 222. One 
four-hour period per week. 
E. Joseph Billo 

CH HX-lil Organic Chemistry I and II (Fall/Spring: 3) 
Prerequisites: CW 109-110 
Corequisites: CH 233, CH 235 

An introduction to the chemistry, properties, and uses of 
organic compounds. The correlation of structure with properties, 
reaction mechanisms, and the modern approach to structural and 
synthetic problems are stressed throughout. In the laboratory, the 
aim is acquisition of sound experimental techniques through the 
synthesis of selected compounds. 
T. Ross Ketty 
Dennis Sardetla 

CH 233-234 Organic Chemistry Laboratory I and II 
(Fall/Spring: 1) 
Lab fee required 

Laboratory required of all students enrolled in CH 231. One 
four-hour period per week. 
The Department 



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CH 235-236 Organic Chemistry Discussion I and II 
(Fall/Spring: 0) 

Required of all students in CH 231. Discussion of organic 
synthesis design, spectroscopic analysis, reaction mechanisms and 
other lecture topics, in small groups. 
The Department 

CH 241-242 Honors Organic Chemistry I and II (Fall/Spring: 3) 
Registration with instructor's approval only 
Prerequisites: CH 117-118 
Corequisites: CH 233, CH 245 

This course is a continuation of the CH 117-118 honors 
sequence and will concentrate on the structure, bonding and reac- 
tivity of organic compounds. Particular emphasis will be placed on 
stereochemistry, conformational analysis, reaction mechanisms, 
principles of organic synthesis, and modern spectroscopic methods. 
Amir Hoveyda 
Marc L. Snapper 
Lawrence T. Scott 

CH 245-246 Honors Organic Chemistry Discussion I and II 
(Fall/Spring: 0) 
Required of all students in CH 241 

Discussion of organic synthesis design, spectroscopic analysis, 
reaction mechanisms, and other lecture topics, in small groups. 
The Department 

CH 351 Analytical Chemistry (Fall: 4) 

Prerequisites: CU 109-110 
Corequisites: CH 353, CH 355 

This course is an introduction to the principles and practice of 
analytical chemistry, including wet chemical methods and instru- 
mental methods. In the laboratory, the aim is the acquisition of 
precise analytical techniques. 
E. Joseph Bilk 

CH 353 Analytical Chemistry Laboratory (Fall: 0) 
Lab fee required 

Laboratory required of all students enrolled in CH 351. One 
four-hour period per week. 
E. Joseph Billo 

CH 355 Analytical Chemistry Discussion (Fall: 0) 

Required of all students in CH 351. Discussion of lecture top- 
ics and problem-solving methods, in small groups. 
E. Joseph Billo 

CH 391-392 Undergraduate Research I (Fall/Spring: 3) 
Arrangement with an individual faculty member and departmen- 
tal permission are required. 
CH 591-592 or CH 593-594 cannot be taken concurrently 

Prerequisites: CH 109-1 10 

Sophomores or juniors who show exceptional ability may 
engage in an independent research project under the supervision of 
a faculty member. The experimental work will be preceded by 
library research on the project and training in essential laboratory 
techniques. 
The Department 

CH 399 Scholar of the College (Spring/Fall: 3) 

See College of Arts and Sciences section of this catalog. 
The Department 

CH 473 Physical Chemistry (Biochemistry Majors) (Spring: 3) 

Prerequisites: CH 231-232, MT 100-101, PH 211-212 (or equiva- 
lent) 



This course is an introduction to physical chemistry. Topics 
covered are the following: thermodynamics, phase behavior, chemi- 
cal kinetics, quantum mechanics and spectroscopy. Applications to 
biochemical systems are emphasized. 
Mary F. Roberts 

CH 591-592 Introduction to Chemical Research I and II 
(Fall/Spring: 3) 
Seniors only 

Arrangement with an individual faculty member and departmen- 
tal permission are required. 

This is a two-semester course and may not be taken for only one 
semester. 

The essential feature of this course is an independent research 
project performed under the supervision of a faculty member. The 
individual work will be preceded by a series of lectures and demon- 
strations on the use of the library and several essential laboratory 
techniques. 
The Department 

CH 593-594 Introduction to Biochemical Research I and II 
(Fall/Spring: 3) 
Seniors only 

Arrangement with an individual faculty member and departmen- 
tal permission are required. 

This is a two-semester course and may not be taken for only one 
semester. 

Independent research in biochemistry to be carried out under 
the supervision of a faculty member. A written report and an oral 
presentation are required at the end of the second semester. 
The Department 

CH 595-596 Tutorial in Chemistry I and II (Fall/Spring: 3) 

The essential feature of this course is independent study in a 
subject that is not otherwise offered in the Department, performed 
under the supervision of a faculty member. 
The Department 

Undergraduate and Graduate Course Offerings 

CH 520 Principles of Inorganic Chemistry (Fall: 3) 

An introduction to the principles of inorganic chemistry, with 
emphasis on structural and thermodynamic aspects. Topics to be 
covered include atomic structure, group theory, ionic and covalent 
bonding, weak chemical forces, transition metal coordination 
chemistry, and organometallic and bioinorganic chemistry. 
Michael J. Clarke 

CH 53 1 Modern Methods in Organic Synthesis I (Spring: 3) 

Survey and analysis of reactions employed in the synthesis of 
medicinally significant compounds. An in-depth understanding of 
the physical basis for these transformations is emphasized. Topics 
will relate fundamental structural and electronic properties to issues 
of chemical reactivity. An emphasis will be placed on carbon-carbon 
bond and ring forming reactions. 
Marc L. Snapper 

CH 537 Mechanistic Organic Chemistry (Fall: 3) 

This course will explore factors influencing organic reaction 
mechanisms, and methods for their determination. A partial list of 
the topics to be covered includes: chemical bonding and conse- 
quences for structure and reactivity; steric, electronic and 
stereoelectronic effects; conformational analysis; thermodynamic 
and kinetic principles; applications of molecular orbital theory; 
reactive intermediates. 
Scott J. Miller 



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CH 539 Principles and Applications of NMR Spectroscopy 
(Spring: 3) 

This course will provide a detailed understanding of the prin- 
ciples and applications of NMR spectroscopy. The course is 
intended for chemistry and biochemistry students who will use 
NMR in their research. Four general aspects of NMR will be con- 
sidered: theoretical, instrumental, experimental, and applied. 
Emphasis will be placed on understanding the theoretical concepts 
and experimental parameters necessary to acquire, process, and 
interpret NMR spectra. The course will include a practical compo- 
nent on departmental NMR spectrometers. 
John Boylan 

CH 547 Special Topics in Organic Chemistry (Spring: 3) 
Prerequisites: CH 535 (or equivalent) 

A selection of current and important topics in Organic 
Chemistry will be examined. Readings will be taken from the recent 
chemical literature. Students may be required to research one or 
more special topics on their own to make presentations to the class 
and/or to submit short review papers on the topics. 
Scott J. Miller 

CH 555-556 Advanced Chemistry Laboratory I and II 
(Fall/Spring: 3) 
Lab fee required 

This is a two semester chemistry laboratory course designed 
primarily for juniors and seniors. Emphasis will be placed on devel- 
oping the skills and techniques required to perform modern 
chemical experiments. Interpretation and presentation of data will 
also be stressed. The laboratories will include experiments from 
thermodynamic, kinetic, spectroscopic, electrochemical, and chro- 
matographic areas. In addition, basic experimental techniques, 
experimental design, safe laboratory practices, and identification 
and estimation of sources of error in measurements will be included 
in each experiment. 
David L. McFadden 

CH 561-562 Biochemistry (Fall/Spring: 3) 
Prerequisites: CH 231-232 or equivalent 

This course is a two-semester introductory-level course in bio- 
chemistry. Topics in the first semester concentrate on protein 
structure and function; bioenergetics; kinetics and mechanisms of 
enzyme reactions; intermediary metabolism; control of metabolic 
pathways; and photosynthesis. Topics in the second semester con- 
centrate on the structure of nucleic acids; recombinant DNA 
technology; mechanisms of gene rearrangements; DNA replication; 
RNA synthesis and splicing; protein synthesis; control of gene 
expression; membrane transport; and hormone action. 
Experimental methods will also be discussed as they relate to course 
topics and to the separate laboratory course (CH 563). 
Evan R. Kantrowitz 
Larry W. McLaughlin 



CH 563 Experimental Biochemistry (Spring: 3) 
Lab fee required 

Prerequisites: General Chemistry, Organic Chemistry, Biochemistry 
A laboratory course intended to prepare students for research 
in the Biochemical Sciences. This course will concentrate on the 
isolation and characterization of proteins, enzymes, nucleic acids 
and lipids as well as recombinant DNA technology. State-of-the-art 
instrumentation will be used to this end in a laboratory especially 
designed for this course. A variety of experimental techniques will 
be used, including electrophoresis, chromatography, spectroscopy, 
and centrifugation. Data will be collected and analyzed directly by 
computer as ofi:en as possible. 
Robert S. Umans 
Martha M. Teeter 

CH 567 Protein Structure and Function (Spring: 3) 

Prerequisites: CH 231-232, CH 561-562 or BI 435-440, CH 473 

or CH 475-476, or permission of the instructor 

An introduction to methods of structural analysis of proteins 
and peptides from an experimental and theoretical viewpoint, and 
the relationship of structure to protein function. Topics will include 
X-ray diffraction, molecular modelling methods and illustrative 
protein structures. 
Martha M. Teeter 

CH 570 Introduction to Biological Membranes (Fall: 3) 
Prerequisites: CH 561 

Course designed to cover (1) basic molecular aspects of struc- 
ture and surface chemistry of lipids, including the organization and 
dynamics of lipid bilayers and biological membranes and the state 
of proteins in the membrane, and (2) functional aspects of bio- 
membranes including diffusion and facilitated or active transport 
across a bilayer (and the bioenergetic consequences), biogenesis of 
membranes, and receptor-mediated interactions. 
Mary Roberts 

CH 575 Physical Chemistry I (Fall: 3) 

Prerequisites: CH 231-232, MT 202, PH 21 1-212 (or equivalent) 

This course deals with the foundations and applications of 
thermodynamics. Topics include first and second laws of thermody- 
namics, phase diagrams, phase stabilit)^ phase transitions, properties 
of simple mixtures, chemical equilibrium, and properties of ions in 
solutions. 
Udayan Mohanty 

CH 576 Physical Chemistry II (Spring: 3) 

Prerequisites: CH 575 

This course is an introduction to the principles of reaction 
kinetics, kinetic molecular theory, and quantum mechanics of 
atoms and molecules. 

Chemistry graduate students may register for this course only 
if they are advised to do so by the department. 
John T Foiirkas 

CH 579 Modern Statistical Mechanics (Spring: 3) 
Prerequisites: CH 575, CH 231-232, MT 202 (two years of calcu- 
lus), PH2 11-212 (or equivalent) 

This course deals with the foundations and applications of 
equilibrium statistical mechanics. Topics include microcanonical, 
canonical, and grand ensembles and its applications to a variet}'^ of 
current problems in physical, condensed matter and biophysical 
chemistry. Advanced topics such as critical phenomena, renormal- 
ization group theory, polyelectrolytes and polymer physics may be 
covered. 
Udayan Mohanty 



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CH 582 Advanced Topics/Biochemistry (Fall: 3) 
Prerequisites: CH 561-562 or BI 435 and BI 440 or equivalent 

This is a one-semester course for biochemistry students wish- 
ing to obtain a firm background in the structural computations and 
molecular graphics methodology required in biochemical research. 
Emphasis will be on simple molecular modeling methods, macro- 
molecular crystallography and visual display of stuctural 
information. The course is intended to teach the sophisticated 
methods required for biochemical/biophysical research and to 
familiarize those who have not dealt with computers with these 
methods to gain confidence and facility in their use. 
Larry W. McLaughlin 

CH 584 Crystal Structure Analysis (Fall: 3) 

X-ray single-crystal diffraction analysis of both small mole- 
cules and macromolecules. Theoretical as well as practical aspects of 
structure analysis will be stressed. Subjects include crystal growth, 
crystal lattices and space groups, production and diffraction of X- 
rays, crystal structure solution, refinement, analysis of structures, 
and computer graphic display of structures. Exercises and problem 
sets will supplement the lectures. 
Martha M. Teeter 

CH 588 Computational Biochemistry (Fall: 3) 
Prerequisites: CH 561-562 or BI 435 and BI 440 or equivalent 

This is a one-semester course for biochemistry students wish- 
ing to obtain a firm background in the structural computations and 
molecular graphics methodology required in biochemical research. 
Emphasis will be on internet access to biochemical databases and 
simple molecular modeling methods. The course will be incude a 
brief summary of UNIX commands, an overview of biochemical 
database resources on the internet and how to access them, practical 
instruction in molecular mechanics and molecular dynamics pro- 
grams including how to import data, conformational searches and 
docking of molecules. The course is intended to teach the sophisti- 
cated methods required for biochemical or biophysical research and 
to familiarize those who have not dealt with computers with these 
methods to gain confidence and facility in their use. 
Martha M. Teeter 

Graduate Course Offerings 

CH 635 Current Topics in Catalysis (Fall: 3) 

Amir H. Hoveyda 

CH 799 Reading and Research (Fall: 2 or 3) 
Lab fee required 

A course required of Ph.D. matriculants for each semester of 
research. 
The Department 

CH 800 Reading and Research (Spring: 3) 
Lab fee required 

A course required of Ph.D. matriculants for each semester of 
research. 
The Department 

CH 801 Thesis Seminar (Fall/Spring: 3) 
Lab fee required 

This course is designed for M.S. candidates, and includes a 
research problem requiring a thorough literature search and an orig- 
inal investigation under the guidance of a faculty member. 
The Department 



CH 802 Thesis Direction (Fall/Spring: 3) 

A non-credit course for those who have received six credits for 
Thesis Seminar, but who have not finished their thesis. This course 
must be registered for and the continuation fee paid each semester 
until the thesis is completed. 
The Department 

CH 805-806 Departmental Seminar I and II (Fall: 1) 

This is a series of research seminars by leading scientists, both 
from within the Department and from other institutions, that are 
presented on a regular (usually weekly) basis. 
Udayan Mohanty 

CH 821-822 Inorganic Chemistry Seminar I and II (Fall: 3) 

This course consists of discussions of topics of current interest 
in inorganic chemistry, with participation by students and faculty 
members. Students will submit papers and give oral presentations of 
topics based on recent literature in inorganic chemistry. Discussions 
of research in progress in the Department will be included. 
Occasionally, visiting lecturers will participate. 
Michael J. Clarke 

CH 831-832 Organic Chemistry Seminar I and II (Fall: 3) 

This course consists of discussions of topics of current interest 
in organic chemistry, with participation by students and faculty 
members. Students will submit papers and/or give oral presenta- 
tions about topics from the recent literature in organic chemistry. 
Discussions of research in progress in the department will be 
included. Occasional visiting lecturers will participate. 
Lawrence T Scott 
CH 861 Biochemistry Seminar I (Fall: 3) 

This course consists of discussions of topics of current interest 
in organic chemistry, with participation by students and faculty 
members. Students will submit papers and/or give oral presenta- 
tions about topics from the recent literature in organic chemistry. 
Discussions of research in progress in the department will be 
included. Occasional visiting lecturers will participate. 
Larry W. McLaughlin 
CH 862 Biochemistry Seminar II (Spring: 3) 

This course consists of discussions of topics of current interest 
in biochemistry with participation by students and faculty mem- 
bers. Students will give oral presentations of topics based on recent 
literature in biochemistry. Discussions of research in progress in the 
Department will be included. Occasionally, visiting lecturers will 
participate. 
Larry W. McLaughlin 
CH 871-872 Physical Chemistry Seminar I and II (Fall: 3) 

This course consists of discussions of topics of current interest 
in physical chemistry with participation by students and faculty 
members. Students will submit papers and give oral presentations of 
topics based on recent literature in physical chemistry. Discussions 
of research in progress in the Department will be included. 
Occasionally, visiting lecturers will participate. 
David L.McFadden 

CH 997 Master's Comprehensive (Fall/Spring: 0) 

This course consists of a public, oral defense of the students 
thesis research. 
Paul Davidovits 

CH 998 Doctoral Comprehensive (Fall/Spring: 0) 

This course consists of a series of cumulative written examina- 
tions that test the students development in his or her major field of 



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interest (organic, inorganic, analytical, physical, biochemistry), and 
critical awareness and understanding of the current literature. Six of 
sixteen exams must be passed over a two-year period. 
Paul Davidovits 

CH 999 Doctoral Continuation (Fall/Spring: 0) 

All students who have been admitted to candidacy for the 
Ph.D. degree are required to register and pay the fee for doctoral 
continuation during each semester of their candidacy. Doctoral 
Continuation requires a commitment of at least 20 hours per week 
working on the dissertation. 
The Department 

Classical Studies 

Faculty 

Dia M.L. Philippides, Professor; B.A., Radcliffe College; M.A., 

Boston College; M.A., Ph.D., Princeton University 

Charles F. Ahern, Jr., Associate Professor; B.A., Wesleyan University; 

M.Phil., Ph.D., Yale University 

David H. Gill, S.J., Associate Professor; Chairperson of the 

Department; B.A., M.A., Boston College; Ph.D., Harvard 

University; Lie. Theology, St. Georgen, Frankfurt-am-Main 

Christopher McDonough, Assistant Professor; B.A. Tufts 

University; M.A., University of North Carolina; Ph.D., University 

of North Carolina 

Departmental Notes 

• Secretary: Lillian Reisman, 617-552-3661, gill@bc.edu 

• Wodd Wide Web: http://fmwww.bc.edu/CL/ 

Undergraduate Program Description 

The Department offers courses under four headings, including 
(1) courses in elementary and intermediate Latin and Greek, 
designed to teach a student to read the languages, (2) courses in 
Greek and Roman literature and culture, including Core Literature 
courses, taught in English and designed to acquaint a student with 
the world of classical antiquity, (3) advanced reading courses in 
ancient authors, taught in the original languages, (4) courses in 
Modern Greek language, literature, and culture. Through coopera- 
tion with other departments, courses are also available in ancient 
history, art, philosophy and religion. 

Major Requirements 

The major aims at teaching careful reading and understanding 
of the Greek and Roman authors in the original languages. It 
requires a minimum often courses, of which eight must be in Latin 
and/or Greek above the elementary level; if a student so chooses, 
the other two may be in English, preferably in Greek and Roman 
civilization. There are not separate Greek and Latin majors. Each 
student works out his/her individual program of study in consulta- 
tion with the Classics faculty. There is, of course, no upper limit on 
the number of courses in the original and/or in translation that a 
student may take, as long as he/she has the essential eight language 
courses. 
The Minor in Ancient Civilization 

The Minor aims at providing students from various majors the 
opportunity to study those aspects of the ancient Greek and Roman 
world that relate to their fields and their other interests without the 
requirement of learning the Latin and Greek languages. Each stu- 
dent will design her/his own program in consultation with the 
faculty. A program will consist of a coherent blend of six courses 
chosen from two groups: 



• Greek Civilization and Roman Civilization. These general 
courses, which the Department now offers every second year, 
serve as a general overview of the field and introduction to the 
minor. 

• Four other courses, chosen after consultation with the director, 
from available offerings in Classics and other departments, in 
the areas of literature, philosophy, religion, art and archaeol- 
ogy, history, and linguistics. 

A list of the courses that are available each semester from the 
various departments and that can count for the minor will be pub- 
lished at registration time. 

Information for First Year/Majors and Non-Majors 

Classical Studies encompasses all the social, material, and 
intellectual culture of the ancient Greek and Roman world. It 
includes the study of language and creative literature, of political 
and social history, of philosophy, religion, and art. For a first-year 
student, courses of two types are likely to be of most immediate 
interest: ( 1 ) Core literature courses, in which the reading is entirely 
in English, and (2) elementary and intermediate language courses 
in Latin, Greek, and Modern Greek. 

If a student would like to begin a language now, or has had 
only one year of a language in high school, he/she should choose an 
elementary course: CL 010 Latin or CL 020 Greek. If a student has 
studied a language for two or three years in high school, he/she 
should choose an intermediate course: CL 056 Latin or CL 052 
Greek. 

Completion of two semesters of Latin or Greek at the interme- 
diate level will fulfill the Arts and Sciences and Carroll School of 
Management language proficiency requirement. In addition, the 
Department offers elective courses in ancient civilization and in 
Greek and Roman authors. Those in ancient civilization are taught 
entirely in English; they make excellent choices for freshmen inter- 
ested in antiquity. Those in Greek and Roman authors require a 
background in the appropriate language. If a student has studied 
Latin or Greek for three or four years in high school, he or she may 
wish to try courses in Greek and Roman authors. For further infor- 
mation consult the Chairperson of the Department. 

Core Offerings 

The Department offers several courses that satisfy the Core 
requirement in Literature. In 1998-99, for example, Myth and 
Greek Tragedy (CL 202) and Heroic Poetry: Homer, Virgil and 
Beyond (CL 217) will be offered. 

Certification for Teachers 

The Undergraduate Provisional Certification as "Teacher of 
Latin and Classical Humanities 5-12" may be gained by pursuing 
one of the Majors in addition to the Secondary Education major or 
the Minor in Secondary Education. For further information, con- 
tact the Chairperson of the Department. 

Graduate Program Description 

The Department grants M.A. degrees in Latin, Greek, and in 
Latin and Greek together (Classics). The Master of Arts in Teaching 
(M.A.T.) degree in Latin and Classical Humanities is administered 
through the Graduate School of Education in cooperation with the 
Department of Classics. 

Requirements for the MA. Degree 

Candidates must complete thirty (30) credits of course work 
at the graduate level, of which six may, with departmental permis- 
sion, consist of a thesis tutorial. In addition, candidates must 
complete a departmental reading list of Latin and/or Greek authors, 
must demonstrate the ability to read a modern foreign language 
(usually French or German), and must pass comprehensive exami- 



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nations. The examinations will be written and oral, the written por- 
tion consisting of translation from the authors on the reading list 
and an essay on one of the passages translated. The oral consists of 
discussion with the faculty of a candidate's course work in the his- 
lorf of Latin and/or Greek literature, and of a thesis (if offered in 
partial fulfillment of the requirements). 

Requirements for the M.A.T. Degree 

The M.A.T. degree in Latin and Classical Humanities requires 
admission to both the Graduate School of Education and to the 
Department of Classics. All Master's programs leading to 
certification in secondary education include practica experiences in 
addition to course work. Requirements vary according to a candi- 
date's preparation in both Classics and Education. The normal 
expectation in Classics is that a candidate will complete fifteen cred- 
its of course work in Latin, will demonstrate the ability to read a 
modern foreign language (usually French or German), and will take 
written and oral examinations in Latin literature. 

For further information on the M.A.T, contact the 
Department Chairperson of the Department of Classical Studies, 
and refer to the Graduate School of Education section entitled, 
"Master's Programs in Secondary Teaching," or call the Office of 
Graduate Admissions, GSOE, at 617-552-4214. 

The Department also offers courses in Modern Greek lan- 
guage, literature, and culture. These courses, listed in full in the 
undergraduate section, do not regularly qualify as credits for an 
M.A. or an M.A.T. degree. 

Incoming students can expect to find major Greek and Latin 
authors and genres taught on a regular basis. In Greek these include 
Flomer, lyric poets, 5th century dramatists (Aeschylus, Sophocles, 
Euripides, Aristophanes), the historians Herodotus and Thucydides, 
Plato, and 4th century orators. In Latin they include Plautus and 
Terence, the late republican poets Catullus and Lucretius, Cicero, 
Augustan poetry (Virgil, Horace, elegy and Ovid), the historians 
Livy and Tacitus, and the novel. The departments of Philosophy, 
Theology, and Linguistics also offer courses in relevant areas of the 
ancient world. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 
CL 186 Greek Civilization (Fall: 3) 

After a brief survey of early Greek history, the course will focus 
on the distinctive achievements of Athens at her creative peak in the 
fifth century BCE: the development and working of the Athenian 
Democracy; the drama (Aeschylus, Sophocles, Euripides, 
Aristophanes); the Periclean building program (Parthenon, etc.); 
the beginnings of philosophy (the Sophists and Socrates); and the 
rise and fall of the Athenian Empire (Herodotus and Thucydides). 
Reading will be mostly from the original sources (in translation). 
David Gill, S.J. 

CL 202 Myth and Greek Tragedy (Spring: 3) 
Cross listed with CT 370.01 and EN 084.01 
Satisfies the Literature Core requirement 

Reading in English of selected masterpieces of classical 
Athenian drama including Aeschylus's Oresteia trilogy, Sophocles's 
Antigone and Oedipus Rex, Euripides's Medea, Hippolytus, and 
Bacchae, and Aristophanes's Frogs and Lysistrata. Lectures, secondary 
readings, and visuals (videotapes of performances and slides) will 
focus on the ancient theater and stagecraft. The extreme patterns of 



behaviour evidenced in the texts will be discussed in the context of 
5th Century B.C. Greek society, with its views on justice, heroism, 
and the role of women. 
Dia M.L Philippides 

CL 217 Heroic Poetry: Homer, Vergil and Beyond (Fall: 3) 
Cross listed with EN 084.06 
Satisfies Literature Core requirement 

Reading in English of three foundational epics of Western lit- 
erature: Homer's Iliad and Odyssey and Vergil's epic for Rome, the 
Aeneid, in which the poet challenges himself to outdo Homer. Also 
selected readings from other epics such as Gilgamesh, the Divine 
Comedy, Paradise Lost, etc. Lectures and discussion will focus on 
thematic and narrative structure and on the personal and commu- 
nal "heroic" ideals found in the poems. 
Charles F. Ahem, Jr. 

CL 230 Classical Mythology (Fall: 3) 
Cross listed with EN 220 

An introduction to the gods and goddesses and to the chief 
cycles of legend in the Greek and Roman story-telling traditions. 
We shall learn the "facts" of myth (the names and places involved), 
and discuss the interpretation of specific literary works. We shall 
also inquire into the origins of traditional stories in early Greece, 
their relations to religious beliefs and practice, and the evolution of 
their use in ancient art and literature. Readings in Hesiod, the 
Homeric Hymns, Greek tragedy, and Ovid's Metamorphoses, supple- 
mented by a handbook and a study of modern theories of 
interpretation. 
Christopher M. McDonough 
CL 262 Roman Civilization (Spring: 3) 

After a survey of the broad outlines of Roman History, the 
course will focus on selected topics that illustrate the character of 
life in the early Roman empire — the years of the Roman Peace. 
Among the topics are family life, social stratification, mythology 
and religion (including the growth of Christianity in a pagan cul- 
ture), political institutions and social attitudes, art (including 
pornography), law, literature, economic life (including slavery), and 
popular entertainment (the infamous shows). The aim of the course 
will be to look not so much at the monumental achievement of 
Roman imperial government as at the varied texture of life under 
that government. 
Charles F Ahem, Jr. 

CL 275 Greece Viewed Through Her Films (Spring: 3) 

A course that looks at Greece through the medium of films 
made chiefly by Greek filmmakers. Greece has brought forth 
filmmakers of established international reputation. We shall discuss 
the historical and political events behind the films, read scenarios 
and literary prototypes whenever they are available, and try to 
understand the comments being made on the internal workings of 
Greek society (of city and of country) and on the relation of Greeks 
to foreigners. The course may provide an opportunity for contrast- 
ing these films with other views of Greece and for comparing them 
with films of other countries. 

A good number of the films viewed will have English subtitles, 
so that knowledge of Modern Greek is not essential. 
Dia M.L. Philippides 

CL 390 Reading and Research (Fall: 3) 

Charles F Ahem, Jr. 
David Gill, S.J. 
Maria Kakavas 
Dia M.L. Philippides 



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CL 391 Reading and Research (Spring: 3) 

Charles F. Ahem, Jr. 
David Gill, S.J. 
Maria Kakavas 
Dia M.L. Philippides 

Undergraduate and Graduate Course Ojferings 

CL 010-011 Elementary Latin (Fall/Spring: 3) 

This course will introduce the fundamentals of Latin grammar 
and vocabulary. The aim is to prepare a student to read simple 
Latin prose. 
Charles F. Ahern, Jr. 
Maria Kakavas 
Sister Mary Daniel O'Keeffe 

CL 020-02 1 Elementary Ancient Greek (Fail/Spring: 3) 

This course will introduce the fundamentals of ancient Greek 
grammar and vocabulary. The aim is to prepare a student to read 
something like Plato's Apology after a year's study. 
John Shea 

CL 052-053 Intermediate Ancient Greek (Fall/Spring: 3) 

This course is a review of the essentials of Classical Attic gram- 
mar and a reading of selections from Greek literature, often 
Xenophon's Anabasis, Plato's Apology and/or Crito, or a play such as 
Euripides' Medea. 
David Gill, S.J. 

CL 056-057 Intermediate Latin (Fall/Spring: 3) 

A thorough review of essential grammatical forms presented in 
Elementary Latin along with a close reading of an introductory 
selection of Roman prose and poetry. 
Maria Kakavas 
John Shea 

CL 070-071 Intermediate Modern Greek (Fall/Spring: 3) 

Prerequisites: CL 060-06 1 or equivalent 

This second-year course in the Jylodern Greek language will 
enable the student to enjoy the reading of representative contempo- 
rary writers such as Kazantzakis, Myrivilis, Seferis, Samarakis, 
Tachtsis and Elytis. 
Maria Kakavas 

CL 240 Greek Philosophy (Fall: 3) 
Cross listed with PL 405 

Please see description under PL 405. 
Arthur Madigan, S.J. 

CL 286 History and Structure of Latin (Spring: 3) 
Cross listed with SL 324 
Offered trienniaJIy 

Prerequisites: Prior study of Latin 

See course description in the Slavic and Eastern Languages 
department. 
Michael J. Connolly 

CL 312 Latin Love Poetry (Fall: 3) 

Readings from Catullus, Propertius, andTibullus. 
Eugene W. Bushala 

CL 320 Seminar in Latin Patrology (Spring: 3) 
Cross listed with TH 423 

See course description under TH 423. 
Margaret Schatkin 

CL 323 Seminar in Greek Patrology (Fall: 3) 
Cross listed with TH 425 

See course description under TH 425. 
Margaret Schatkin 



CL 327 Archaic Greek Poetry (Fall: 3) 

Survey of Greek poetry of the Archaic period, roughly from 
the late eighth to the early fifth century, between Homer and the 
advent of drama. Selections from Hesiod, from the Homeric 
Hymns, from the lyric canon, and from elegiac and iambic verse. 
Charles F. Ahern, Jr. 
CL 334 Plautus (Spring: 3) 

Reading and discussion of Roman comedies from the second 
century B.C. We shall study both internal questions of comic struc- 
ture, technique, humor and staging, and external questions of a 
play's relation to the Roman social world in which it was written 
and to the Hellenistic literary context of the New Comedy from 
which Roman comedy developed. 
Christopher McDonough 

CL 336 Horace (Spring: 3) 

Reading and discussion of selected Odes in close conjunction 
with an extensive modern commentary. Through the commentary 
we shall inquire both into ancient works relevant to the interpreta- 
tion of particular poems and into modern scholarship on those 
poems. Knowledge of Greek desirable but not required. 
Charles Ahem 

CL 355 Sophocles: The Theban Plays (Fall: 3) 

A careful reading of Oedipus Rex, Antigone and, if time allows, 
Oedipus at Colonus. 
David Gill, S.J. 

CL 358 Petronius (Fall: 3) 

Reading and discussion of Petronius' comic novel Satyricon, 
with particular attention to the story of Trimalchio's dinner party. 
We shall consider both the literary character of the story and its 
character as a document of Roman social values. 
Christopher McDonough 

CL 360 Euripides (Spring: 3) 

Reading in the original of one or more plays by the ancient 
dramatist, with particular attention to isssues of language, st}'le and 
the text. 
The Department 

CL 790 Readings and Research (Fall: 3) 

Charles F. Ahern, Jr. 
David Gill, S.J. 
Maria Kakavas 
Dia M.L. Philippides 

CL 79 1 Readings and Research (Spring: 3) 

Charles F. Ahern, Jr. 
David Gill, S.J. 
Maria Kakavas 
Dia M.L.Philippides 

Communication 

Faculty 

MaryT. Kinnane, Professor Emeritus; A.^., H.Dip. Ed., Liverpool 

University; A.M., University of Kansas; Ph.D., Boston College 

Joseph M. Larkin, SJ., Associate Professor Emeritus; K.^., Boston 

College; A.M., Catholic University; S.TB., Weston College 

Kevin Kersten, S.J., Professor; B.A., M.A., St. Louis Universit)'; 

M.A., San Francisco State University; Ph.D., University of 

Wisconsin, Madison 

Marilyn J. Matelski, Professor; k.^., Michigan State University; 

A.M., Ph.D., University of Colorado 

Ann Marie Barry, Associate Professor; M.S., Ph.D., Boston 

University; B.S., M.A., Salem State College 



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Lisa Cuklanz, Associate Professor; B.S., Duke University; M.A., 

Ph.D., University of Iowa 

Donald Fishman, Associate Professor; B.A., University of 

Minnesota; M.A., Ph.D., Northwestern University 

Dale A. Herbeck, Associate Professor; Chairperson of the 

Department; B.A., Augustana College; M.A., Ph.D., University of 

Iowa 

Dorman Plcklesimer, Jr., Associate Professor; A.^., Morehead State 

University; A.M., Bowling Green State University; Ph.D., Indiana 

University 

Joohoan Kim, Assistant Professor; B.A., Seoul National University; 

M.A., Seoul National University; M.A. University of Pennsylvania; 

Ph.D., University of Pennsylvania 

Bonnie Jefferson, Adjunct Assistant Professor; B.A., Marshall 

University; M.A., Ohio University; Ph.D., University of Pittsburgh 

Michael Keith, Senior Lecturer; B.A., M.A., University of Rhode 

Island 

Departmental Notes 

• Administrative Secretary: Mary Saunders, 617-552-4280, 
mary.saunders@bc.edu 

• World Wide Web: 
http://www.bc.edu/bc_org/avp/cas/comm/Comm.html 

Undergraduate Program Description 

The objective of the major in Communication is to provide 
students with a critical understanding of the nature, scope, and 
function of communication. Courses are designed to examine his- 
torical developments, technological changes, varying theoretical 
perspectives, and the expanding role that communication plays in 
modern life. In addition, courses are intended to provide students 
with an opportunity to acquire skills in speaking, writing, and criti- 
cal thinking. 

Requirements for Majors 

Students must complete eleven (11) courses to major in 
Communication. Six (6) of the courses are required. These courses 
are the following: 

• CO 1 The Rhetorical Tradition 

• CO 020 Survey of Mass Communication 
CO 030 Public Speaking 

• One Theory Course (Any course numbered between CO 370- 
380 meets this requirement.) 

• Two Writing-Intensive Seminars. (Any course numbered 
between CO 425-475 meets this requirement.) 

• The other five (5) courses are electives, and students may select 
these courses based upon their interests and objectives. 

CO 010 The Rhetorical Tradition and CO 020 Survey of 
Mass Communication are prerequisites for other courses in the 
Department. 

Information for First Year Majors 

First Year students may declare a major in Communication at 
any time during their first year. Sophomores must complete two 
courses in Communication before they will be permitted to add a 
major in Communication. 

The courses CO ] Rhetorical Tradition and CO 020 Survey 
of Mass Communication are suggested for First Year Majors. 
Honors Program 

For students in all classes, the Department offers an honors 
program in Communication that begins in the second semester of 
the student's junior year. The honors sequence is a two-semester 
program. The first semester (second semester of the junior year) is 
devoted to data collection, research design, and framing research 
questions. The program culminates with an honors thesis written 



during the first semester of senior year. Students who wish to par- 
ticipate in the Departments honors program should have a 
cumulative grade point average of 3.4. The second honors course, 
CO 591, may be used as a writing intensive course. 

Internship Program 

The program is open to majors in communications who have 
senior standing and a 3.0+ G.P.A. overall (or a 2.8+ G.P.A. overall 
with a 3.2+ G.P.A. in the major). In addition, potential interns 
must have completed a minimum of six courses in communications 
at Boston College prior to the beginning of the final year. These six 
courses are to include the three basic required courses — Rhetorical 
Tradition, Survey of Mass Communication and Public Speaking — a 
theory course, and appropriate preparatory course work necessary 
for the specific field placement. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

CO 010 The Rhetorical Tradition (Fall/Spring: 3) 
Required course for all Communication majors 

This is an introductory course that is designed to examine the 
classical periods of rhetoric from Plato to St. Augustine. Some sec- 
tions will trace the evolution of rhetorical principles during the 
enlightment and modern periods. The course focuses on pivotal 
concepts in rhetoric and their application to contemporary dis- 
course. This is a foundation course in the field of communication. 
It introduces students to perennial issues and concerns in rhetoric 
and looks at communication as a way of knowing about self and 
society. 
Lisa Cuklanz 
Bonnie Jefferso n 
Dorman Picklesimer, Jr. 
Rita Rosenthal 

CO 020 Survey of Mass Communication (Fall/Spring: 3) 
Required course for all Communication majors 

This is a survey course in mass communication. It explores the 
political, social, and cultural forces that have influenced the devel- 
opment of the media. Among the topics discussed are media 
history, governmental regulation of the media, constitutional issues 
related to the First Amendment, media economics, the character of 
mass media content, and the organizational decision-making 
process within the media institutions. 
Donald Fishman 
Elfriede Fur sic h 
Kevin Kersten, SJ 

CO 030 Public Speaking (Fall/Spring: 3) 
Required course for all Communication majors 

This course is an introduction to the theory, composition, 
delivery, and criticism of speeches. Attention is devoted to the four 
key elements of the speech situation: message, speaker, audience, 
and occasion. Emphasis in the course is also given to different 
modes of speaking and a variety of speech types, such as persuasive, 
ceremonial, and expository addresses. This is a performance course. 
The Department 
CO 104 Interpersonal Communication (Fall/Spring: 3) 

This course is based upon the premise that most of the com- 
munication in which people engage is interpersonal rather than 
public. It relates more closely to the day-to-day communication 
needs of contemporary society. Student participation in this course 
ranges from dyadic (one-to-one) communications to formal situa- 



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tions. The course is divided into three sections: (1) know self, (2) 
know others, and (3) know the message. Both verbal and nomerhal 
communication techniques are stressed. 
Dorrnan Picklesimer, Jr. 

CO 105 Elements of Debate (Fall/Spring: 3) 

This course introduces the student to the theory and practice 
of debate. It is designed tor students without any formal training in 
debate. 
The Department 

CO 107 Voice and Articulation for the Electronic Media 
(Fall/Spring: 3) 

This course is designed for students interested in building 
toward a level of vocalization acceptable for professional radio and 
television performance. Attention will be given to all aspects of 
voice production including rate, pitch, volume, tone and clear accu- 
rate articulation that adheres to the General American Standard. 
Extensive use will be made of tape recordings for practice, self 
analysis and instructor evaluation. The International Phonetic 
Alphabet will be employed as the basic tool. This course is not 
appropriate for individuals with speech deficiencies. 
Rita Rosenthal 
Lany Miller 

CO 120 Blacks in Electronic Media (Fall: 3) 
Cross hsted with BK 234 

See course description in the Black Studies Department. 
Lawrence Watson 

CO 220 Radio Operations and Production (Fall/Spring: 3) 

This course is designed to present an overview of basic audio 
theor)', programming and production techniques, station operations 
and radio's relationship to the public and government. Students 
must meet for a one-hour lab period each week in addition to the 
two-hour lecture periods. 
Michael Keith 

CO 222 Studio Television Production (Fall/Spring: 3) 

Prerequisites: CO 227 

This course is designed to introduce students to the tools and 
techniques of television production. Attention is given to the plan- 
ning and production skills necessary for effective communication in 
television. To pursue these goals, a substantial portion of the course 
will be devoted to learning production in a television studio. 
Don Larick 
Paul Reynolds 
William Stanwood 

CO 223 TV Field Production (Fall/Spring: 3) 

Prerequisites: CO 222 

This course is designed to develop the skills and disciplines of 
Electronic Field Production (EFP). The majority of programs pro- 
duced in the video industry today, utilize the EFP system. Emphasis 
will be placed on advanced techniques of portable video camera 
operation, and the essential skills of traditional videotape editing. 
Elements of production such as location sound recording, location 
lighting, scripting, producing, and directing will be featured. 
Working both individually and in groups, students will produce 
their own video programs. The course will also explore new tech- 
nologies in video production such as non-linear editing and digital 
video. 

David Corkum 
Paul Reynolds 
William Stanwood 



CO 224 Digital Nonlinear Editing (Spring: 3) 
Cross listed with FS 274 

Prerequisites: Permission of instructor 

This course will provide the fundamental skills required for 
editing of moving pictures as well as hands-on experience on the 
Avid nonlinear edit system. The Avid Media Composer is currently 
considered a standard tool in the video, television and film industry. 
Using the system, students will learn the basics of pacing, continu- 
ity and electronic storytelling by producing and editing their own 
material. They will also master the latest techniques in digitizing, 
organizing "bins" and "clips," building a timeline, saving sequences, 
and output to tape. Students will leave the course armed with a 
both new visual vocabulary as well as a marketable technical skillset. 
The Department 

CO 225 Broadcast Management and Sales (Spring: 3) 

This course will examine and evaluate the various manage- 
ment styles and time sales practices found in the radio, television, 
and cable industries. The responsibilities and duties of the broad- 
cast manager and the marketing strategies and techniques employed 
by the station sales department will be surveyed and considered 
within the context of the rapidly emerging information superhigh- 
way and the projected 500 channel universe, which shall further 
intensify the competition prevalent in the electronic media field. 
Larry Miller 

CO 227 Broadcast Writing (Fall/Spring: 3) 

This course introduces the student to a broad sampling of 
broadcast writing styles. Areas of focus will include news, sports, 
documentaries, commercials and public service announcements, 
educational television, and writing for specialized audiences. A spe- 
cial emphasis will be placed on dramatic and comedy writing in the 
third of this course. 
Joe Bergantino 
Patricia Delaney 
James Dunford 
CO 230 News Writing (Fall/Spring: 3) 

An introduction to reporting for the print media, this course 
examines (1) techniques of interviewing and observation, (2) the 
news value of events, and (3) the organizational forms and writing 
styles used by newspapers. Course work includes weekly story 
assignments and final exams. Students will be expected to read a 
newspaper daily. 
Joe Bergantino 
Maureen Goss 

CO 231 Feature Writing (Fall/Spring: 3) 
Prerequisites: CO 230 

This course focuses upon feature writing for newspapers and 
magazines. Weekly story assignments, regular newspaper reading, 
and leaving campus to cover stories are required. 
Teresa Byrne 
Maureen Goss 
Jack Izzo, S.J. 



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Aris and Scif.ncfs 



CO 235 Introduction to Advertising (Fall/Spring: 3) 

This course explores adveriising a.s an iiisiitiition in socicry. 
both as a marketing tool and as a communication process. 
Designed as a comprehensive view of the subject, the course 
includes such topics as advertising history, regulation, communica- 
tion theory and practice, the role of advertising in the marketing 
mix, the organization of the advertising agency, marketing/advertis- 
ing research, and the creative uses of various advertising media. 
Students will monitor advertising in various media, assess strategy, 
and participate in the formulation of an advertising campaign plan. 
Peter Woloschuk 

CO 236 Advertising Copy and Layout (Spring: 3) 
Prerequisites: CO 235 or marketing course equivalent 

This course is designed to promote an understanding of what 
constitutes effective creative work in advertising through the study 
and production of advertisements in a variety of media, including 
newspapers, magazines, direct mail catalogs, web page, and out-of- 
home vehicles. Students will produce individual advertisements, 
critique their own and others' work, and develop a final strategic 
creative campaign utilizing theory and design research discussed in 
class. Enrollment is limited. 
Ann Marie Barry 
CO 240 Introduction to Public Relations (Fall/Spring: 3) 

This course is designed to be an examination of the technical, 
counseling, and planning elements in public relations. Attention in 
the course will focus on public relations campaigns, non-profit pub- 
lic relations, and the often complex relationship between 
management strategies and promotional objectives. Emphasis also 
will be placed on developing proper writing techniques for public 
relations. Included among the writing assignments will be a press 
release, planning statement, contact sheet, and a press kit. 
Lisa Craven 
Patricia Detnney 
Lynda McKinney 
Jack Tierney 

CO 245 Advanced Public Relations (Spring: 3) 
Prerequisites: CO 240 

A senior-level course in which students employ all skills 
acquired in the Introduction to Public Relations class and begin to 
address real problems and their varying interdependent complexi- 
ties. It is designed to take the fundamentals learned at the 
introductory level: case work, writing and strategic thinking, and 
expand upon the student's knowledge and practical application for 
a possible career in the profession or related field. 
Lynda McKinney 

CO 249 Communication Law (Spring: 3) 

This course is designed to examine major principles and trends 
in communication law. The course anal)'zes a wide-range of issues 
related to the First Amendment, intellectual property, and broad- 
cast regulations. Special attention is devoted to problems in libel 
and privacy that affect practicing journalists and broadcasters. 
Dale Herbeck 

CO 280 Broadcast Programming and Promotion (Fall/Spring: 3) 

This course focuses on the complexities of programming a 
modern-day commercial television and radio stations and of pro- 
moting these programs to reach the most desirable demographics. 
Case studies of television station and network programming will be 
analyzed and discussed, and techniques of both programming and 
promotion will be studied. 
James Dunford 



CO 285 Cultural Diversity in Media ^Spring: 3) 
Satisfies (Cultural Diversity (^rc requirement 

In an age where the worlds (xilitical borders arc changing 
rapidly, cultural artifacts found in mass communication beconnc 
incrca-singly important. This course examines the relationship of 
culture and the mass media in creating a new concept of America, 
based on race, ethnicity and gender. From this exploration, siudenu 
will be able to critique the impact of television, radio, film, car- 
toons, newspapers, magazines, books and the music industry on 
cultural perception. 
Marilyn Matehki 

CO 298 World Wide Web (Fall/Spring: 3) 

The World Wide Web (WWW), which started only after 
1991, has already become one of the indispensable communication 
tools in contemporary society. Students will be introduced to basics 
of the WWW so that they can (1) browse web pages, (2) search any 
necessary information from the Internet, (3) set up one's own web 
page, and (4) analyze web pages for certain purposes. Theoretical 
and philosophical issues regarding the WWW will also be explored. 
No computer expertise required. 
Joohoan Kim 

CO 372 Mass Communication Theory (Fall/Spring: 3) 
Satisfies the required theory course in the Communication major 

This course will examine the underlying theories behind mass 
communication and the mass media and will apply those theories 
to operational decisions made by media executives on a day-to-day 
basis. 

Marilyn Matehki 
Joohoan Kim 

CO 375 Argumentation Theory (Fall: 3) 

Satisfies the required theory course in the Communication major 

Argumentation is an art of inquiry and advocac)', calling for 
the exercise of judgment. It involves establishing claims by adduc- 
ing reasons for them. So long as the standards of proof and evidence 
remain uniform, the requirements of such proof are unlikely to be 
controversial. When such standards are not uniform, or are not uni- 
formly accepted, however, the requirements of proof itself become a 
subject of contention. This course considers the nature of these 
standards and how they vary across different fields of argument. 
Dale Herbeck 

CO 377 Visual Communication Theory (Fall: 3) 
Satisfies the required theory course in the Communication major 

This course explores the role of perception within visual learn- 
ing, the nature and aesthetic dimension of images, the role of 
mythic images and icons within society, how public images func- 
tion in political and cultural discourse, the psychology- of the 
camera eye, differences among television, film and print images. 
and controversial media issues. 
Ann Marie Barry 

CO 379 Adxanced Visual Theory and Aesthetics (Spring: 3) 
Satisfies the required theory course in the Communication major 

This theor)' course builds on basic understandings of how- 
visuals form and communicate meaning (See CO 3 N'isual 
Communication Theory) and explores the immediate and long- 
term power of the visual image to alter attitudes and opinions and 
to enhance aesthetic appreciation. Discussion ssill moUr around 
how perceptual elements combine with ttvhnologj- to create an 
intellectual meaning and evoke an emotional response. 
Ann Marie Barry 









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CO 400 Advanced Video Production (Spring: 3) 

Prerequisites: Permission of Instructor plus (1) CO 227 Broadcast 
Writing, (2) CO 222 Studio TV Production and (3) CO 223 TV 
Field Production 

This course is designed to explore the creation of a program 
through real world experiences such as formulating a script to meet 
specific client needs, planning, shooting and editing the finished 
show. 

William Stanwood 

CO 425 Broadcast Century Issues (Fall/Spring: 3) 
Satisfies 1 of 2 writing intensive courses required within the 
Communication major 

The impact of radio and television has been felt around the 
world. It has altered the way we think and behave. This course is an 
assessment of the major issues and events that have helped form 
20th century broadcast media. Topics will be examined within the 
context of their relationship to society and culture. This is a writ- 
ing-intensive course. 
Michael Keith 

CO 442 Intercultural and International Communication 

(Fall/Spring: 3) 

Satisfies Cultural Diversity Core requirement 

Satisfies 1 of 2 writing intensive courses required within the 

Communication major 

This course studies communication as it relates to culture, and 
as it occurs interculturally and internationally. In those contexts, 
questions and issues will be pursued which reveal processes, effects, 
methods, and critical norms for evaluating interpersonal, group, 
and mass communication. 
Kevin Kersten, S.J. 
Marilyn Matelski 

CO 443 Ethical Consideration in the Mass Media (Fall/Spring: 3) 
Satisfies 1 of 2 writing intensive courses required within the 
Communication major 

This writing intensive course presents ethics as an integral 
component of studies in mass communication. It relates to specific 
situations and cases important for the media industry and the 
media consumer. To do this effectively, students will review princi- 
ples of ethics in general, and study the process of value orientation. 
On that basis, students will critically examine the structures, work, 
and businesses of the mass media industry from an ethical perspec- 
tive, and discern the responsibility of the industry to the media 
consuming public. 
Kevin Kersten, S.J. 

CO 445 Seminar on Freedom of Expression (Fall/Spring: 3) 
Satisfies 1 of 2 writing intensive courses required within the 
Communication major 

This course will examine major works focusing on freedom of 
expression including the contributions of Bollinger, Haiman, 
MacKinnon, Shiffrin, Sunstein, among others. Although a wide 
range of topics pertinent to freedom of expression will be discussed, 
the course will have a special emphasis on access, commercial 
expression, hate speech, obscenity, violent pornography, and new 
technologies. 
Dale Herbeck 

CO 447 Communication Criticism (Fall/Spring: 3) 
Formerly Rhetorical Criticism 

Satisfies I of 2 writing intensive courses required within the 
Communication major 

This course examines a wide range of critical methodologies 
which can be used to reach a greater understanding of public per- 



suasion. In addition to speech events, the impact of other commu- 
nication mediums such as film, television, advertising, political 
cartoons, and music will be examined from a critical perspective. A 
greater understanding of the critical choices available allows us to 
better evaluate the impact of public persuasion. 
Bonnie Jefferson 

CO 449 Crisis Communication (Fall/Spring: 3) 
Satisfies 1 of 2 writing intensive courses required within the 
Communication major 

This course is designed to examine events and situations that 
actually potentially threaten the viability of an organization. 
Attention is devoted to developing an effective crisis communica- 
tion plan, speaking to multiple stakeholders, decision-making 
under pressure, and resolving-rather than litigating-organizational 
problems. Among the studies examined are the Tylenol product 
tampering incident, the Exxon Valdez accident, the Union Carbide 
gas leak, the Challenger Space Shuttle disaster, the Three Mile 
Island accident, and Pepsi syringe hoax. 
Donald Fishman 

CO 451 Gender Roles and Communication (Spring: 3) 

Satisfies 1 of 2 writing intensive course requirements within the 

Communication major. 

This course is both a writing-intensive seminar and a women's 
studies course. Focus is on the social construction of gender 
through communication. The early section of the course compares 
historical and cross-cultural notions of gender. Then, building on 
these comparisons, students read about, examine, and analyze com- 
munication texts, focusing particularly on television programming 
and advertising. Students are encouraged to develop a sense of 
themselves as active participants in the social construction of gender 
rather than as passive consumers and receivers of mass mediated 
communication. 
Lisa Cuklanz 

CO 452 Political and Social Commimication (Spring: 3) 
Satisfies 1 of 2 writing intensive courses required within the 
Communication major 

This course will focus on two of the most exciting and mean- 
ingful movements of the past three decades: women's rights and 
civil rights. Students will select a representative speaker and a major 
speech delivered by the speaker, and conduct research that will lead 
to the writing of a major term paper and the presentation of an oral 
report. Various methods of rhetorical criticism will be offered to 
provide a focus for the research. 
Dorman Picklesimer, Jr. 

CO 460 Seminar in Fiction, Film and Video (Spring: 3) 

Satisfies 1 of 2 writing intensive coiuses required wdthin the 

Communication major 

This course looks at how the written word can be transformed 
into the visual image. Literary analysis of novels and short stories 
will focus on how to retain the original creative idea as the work is 
rewritten for the film or television screen. 
Ann Marie Barry 

CO 470 Capstone: Conflict, Decision and Commimication 
(Fall: 3) 

Cross listed UN 510 

Satisfies 1 of 2 writing intensive courses required within the 
Communication major 

See course description in the University Courses Section. 
Ann Marie Barry 



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CO 500 Debate Practicum (Fall/Spring: 1) 

Prerequisites: Successful completion of Elements of Debate, CO 
105, participation on the intercollegiate debate team, and permis- 
sion of the instructor. 

Advanced discussion of argumentation theory and debate 
practice with an emphasis on contemporary intercollegiate debate. 
This is a one-credit course. 
John Katsulas 

CO 501 Communication Internship 

(Fall/Spring/Summer: 1) 

Prerequisites: Permission of the instructor 

This course is a one-credit pass/fail internship available for 
junior and senior Communication majors. See Internship Director 
for details. 
Michael Keith 

CO 520 Media Workshop (Fall or Spring: 3) 

This course is under review^ for the academic year 1998-99. 

Prerequisites: (1) Senior standing, (2) 3.0 GPA or 2.8 overall and 
3.2 in major, (3) completion of six courses in communication at 
BC, including those requiredfor the major, and (4) permission of 
the instructor 

This course gives senior communication majors an opportu- 
nity to pursue a partial internship in the electronic or print media. 
Practical experience will be supplemented by discussions of relevant 
theoretical constructs. Adherence to professional protocol is 
expected. A field research paper is required. By arrangement. 
Michael Keith 

CO 590 Introduction to Honors in Communication (Spring: 3) 

This course is designed to be an introduction to research in 
preparation for the completion of a scholarly thesis in 
Communication. Attention in the course will be devoted to data 
collection, research design, and topic selection. Emphasis also will 
be placed upon developing a writing style suitable for scholarly 
works. This course is open to juniors who have a 3.4 cumulative 
grade point average. Students begin the honors program during the 
second semester of their junior year, and those who complete this 
preparatory course with distinction may enroll in CO 591 during 
the first semester of their senior year. 
Donald Fishman 

CO 591 Honors Program in Communication (Fall: 3) 

Candidates for Departmental Honors who have successfully 
completed CO 590 may enroll in this course. Students in the 
course complete an honors thesis under the supervision of the 
instructor. This course qualifies as a writing-intensive seminar. 
Donald Fishman 

CO 597 Readings and Research-Communications (Fall/Spring: 3) 

Prerequisites: Permission of the instructor 

This course is intended to provide an opportunity for students 
to explore topics not currently covered in the curriculum. Students 
will work on a specific research project under the supervision of a 
faculty member. The defining characteristics of the course are that 
(1) it must involve extensive readings, and (2) it must include a for- 
mal term paper of twenty or more pages. This course may be 
repeated. 
The Department 



CO 598 Teaching Assistantship (Fall/Spring: 3) 
Prerequisites: Permission of the instructor 

This course is intended to provide undergraduate students 
with teaching experience. Students assist a professor in planning 
and implementing various aspects of a course. Open only to seniors 
and enrollment is limited to one student per professor. 
The Department 

CO 599 Scholar of the College (Fall/Spring: 6) 

Students who have been accepted in the Scholar of the College 
Program should enroll in this course. This course may be repeated. 
The Department 

Computer Science 

Undergraduate Program Description 

The Computer Science Department offers programs in both 
the College of Arts and Science and the Carroll School of 
Management. This section describes only the programs in Arts and 
Sciences; please see the Computer Science listing under the Carroll 
School of Management for a description of the management pro- 
grams in Computer Science and Information Systems and for the 
list of Computer Science faculty. For further information you are 
encouraged to contact the department in Fulton 460, at 617-552- 
3975. 
The Major Program 

The Computer Science major curriculum is based upon cur- 
rent recommendations offered by the Association for Computing 
Machinery (ACM) for liberal arts institutions, and is designed to be 
intellectually challenging, just as any Arts and Sciences discipline 
would require. At the same time, the program provides practical, 
hands-on experience, as the current technological job market dic- 
tates. 

Students complete a ten-course computer science component, 
supplemented by a mathematics component rooted in Calculus and 
Discrete Mathematics. For a majority of students, the program dic- 
tates completion of thirteen courses. 

Computer Science Component 

Ten computer science courses are required for completion of 
the major: five required core courses and five electives. The five 
required core courses are: Computer Science I (MC 140), 
Computer Science II (MC 141), Computer Organization and 
Assembly Language (MC 160), Algorithms (MC 383), and Theory 
of Computation (MC 385). Of the five electives, at least four must 
be numbered 300 and above, and must include at least two of the 
following three courses: Operating Systems (MC 362), Computer 
Networks (MC 363), and Principles of Programming Languages 
(MC 366). The fifi:h elective may be any MC course numbered 200 
and above. 
Mathematics Component 

At least two mathematics courses are required for completion 
of the major: one semester of Calculus at the level of Calculus II or 
higher; and one or two semesters of Discrete Mathematics. Students 
will ordinarily complete the calculus requirement with any one of 
the following courses: MT 101, MT 103, MT 200, MT 201, or 
MT 202. Realistically, most students will necessarily complete a 
prerequisite calculus course (e.g., MT 100 before MT 101, or MT 
102 before MT 103), so this calculus requirement will usually be 
met by enrolling in a two-semester sequence. 

Prior to 1997, students must complete the discrete math 
requirement with the two-semester sequence MT 243 and MT 
244. Starting in 1997, the requirement must be met by the one 
semester course Discrete Mathematics (MT 245). Double-majors in 



The Boston College Catalog 1998-1999 



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Arts and Sciences 



Mathematics may satisfy the discrete math requirement by taking 

MT 445. It is especially important that Discrete Mathematics be 

completed no later than the end of junior year, since this material is 

prerequisite for the two required courses Algorithms and Theory of 

Computation. 

Preparation for Graduate School 

Students considering graduate school should be aware that the 
Computer Science GRE usually needs to be taken by the Fall of 
their senior year. Consequently, the following courses, which cover 
material used heavily in the GRE, should be taken by the end of the 
junior year: Computer Organization (MC160), Discrete Math 
(MT 245), Algorithms (MC 383), Theory (MC 385), and 
Principles of Programming Languages (MC 366). In addition, the 
following courses are also strongly recommended: Operating 
Systems (MC 362), Networks (MC 363), and Architecture 
(MC 372). 

Information for First Year/Majors and Non-Majors 

The Computer Science major is for students who enjoy using 
computers, and who wish to understand more deeply about com- 
puting technology. The major is designed to be intellectually 
challenging, just as any Arts and Sciences discipline would require. 
At the same time, the program provides practical, hands-on experi- 
ence, as the current technological job market dictates. Students are 
prepared for a variety of careers, such as programmers, network 
administrators, technical support representatives, and systems ana- 
lysts. In addition, knowledge of computing technology is becoming 
increasingly important for people entering business, law, and the 
health care fields. 

Freshman Computer Science Majors 

First year students considering majoring in Computer Science 
should plan to complete the program's Calculus requirement 
(MT 101 or higher) during freshman year. Most will enroll in MT 
100 in fall semester, and continue to MT 101 in spring semester. 
Students who either carry advanced mathematics placement, or 
who have completed a year of Calculus in high school, should 
enroll directly in MT 101 (or a more advanced course) in the fall 
semester. First year students wishing to double major in Computer 
Science and Mathematics should take the calculus sequence recom- 
mended for the Math major. 

Freshmen with prior programming experience or strong tech- 
nical skills are encouraged to take Computer Science I (MC 140) 
their first semester. Those students who have had no programming 
experience should consider beginning with an introductory com- 
puter course (e.g., MC 021 or MC 074) in their first year. First year 
students who have achieved a score of 4 or higher on the Computer 
Science AP Examination, or students entering with significant pro- 
gramming backgrounds, should speak with the Computer Science 
chairperson about proper course placement. 
Freshman Non-Majors 

The department offers three introductory coures in Computer 
Science: MC 021, MC 074, and MC 140. MC 021 is designed to 
teach students how to use computers effectively in a business set- 
ting. Students learn to use a variety of application packages 
including spreadsheets, database systems, and the internet. This 
course is required for all students in the Carroll School of 
Management, but it is also a popular elective with A&S students 
who want business computer skills. 

MC 074 is a gentle survey of computer science, intended for 
A&S students who know little to nothing about computing. It is an 
excellent course both for becoming more computer literate and as a 
preparation for the MC 140 course. 



MCI 40 is the introductory programming course. It is required 
of all CS majors and minors, and is prerequisite for all advanced CS 
courses. Therefore, students who wish to take more than one course 
in Computer Science will need to take MC 140 sometime. The 
thinking skills needed to write computer programs come easily to 
some people, and less easily to others. Students who have little pro- 
gramming experience and are apprehensive about their ability 
should consider enrolling in either MC 021 or MC 074 before 
enrolling in MC 140. 

The Minor Program 

The Minor program in Computer Science is designed to pro- 
vide a coherent, yet demanding introduction to and overview of 
Computer Science, primarily for Mathematics and science majors. 
It is also suitable for students with a strong secondary interest in 
Computer Science and good analytical skills. 

Six courses are required for completion of the Minor, accord- 
ing to the following three requirement categories: 

Introductory Course: One of MC 021 or MC 074. 
(Mathematics majors may include their required major course, 
MT 263, as an introductory course for the minor.) 

Three Required Core Courses: Computer Science I (MC 140), 
Computer Science II (MC 141), and Computer Organization and 
Assembly Language (MC 160). 

Two Elective Courses: Chosen from the range MC 200-699, 
excluding the three required courses, and with at least one of these 
numbered 300 and above. 

Students who do not need to take an introductory course 
(because of prior programming experience) should take an addi- 
tional elective numbered 200 or higher. In all cases, the minor 
program requires completion of six Computer Science courses. 

Course Information 

All Computer Science courses have the prefix MC. However, 
because the department serves both the Carroll School of 
Management and the College of Arts and Sciences, some courses 
are primarily management-oriented and are considered to be 
CSOM courses, whereas others are considered to be A&S courses. 
In particular, MC 021 and all 200-level courses are CSOM-credit 
courses; MC 074, all 100-level courses, and all courses numbered 
300-699 are A&S-credit courses. 

Introductory courses (e.g., MC 140, 141, and 160) are avail- 
able every semester. All courses that are required for the major are 
offered at least once each academic year. Most advanced electives 
are offered only in alternate years; hence, student schedules should 
be anticipated with some care. 

Economics 

Faculty 

James E. Anderson, Professor; A3., Oberlin College; Ph.D., 

University of Wisconsin 

Richard J. Arnott, Professor; B.S., Massachusetts Institute of 

Technology; M.A., M.Phil., Ph.D., Yale University 

David A. Belsley, Professor; A3., Haverford College; Ph.D., 

Massachusetts Institute of Technology 

Donald Cox, Professor; B.S., Boston College; M.S., Ph.D., Brown 

University 

Frank M. Gollop, Professor; A.B., University of Santa Clara; A.M., 

Ph.D., Harvard University 

Peter Gottschalk, Professor; B.A., M.A., George Washington 

University; Ph.D., University of Pennsylvania 

Bruce E. Hansen, Professor; A.B., Occidental College; M.A., 

Ph.D., Yale University 



70 



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Arts and Sciences 



Marvin C. Kraus, Professor; B.S., Purdue University; Ph.D., 

University of Minnesota 

William B. Neenan, S J., Professor and Vice President; A.B., A.M., 

S.T.L., St. Louis University; Ph.D., University of Michigan 

Joe Peek, Professor; B.S., M.S., Oklahoma State University; Ph.D., 

Northwestern University 

Joseph F, Quinn, Professor; A.^., Amherst College; Ph.D., 

Massachusetts Institute of Technology 

Fabio Schiantarelli, Professor; B.S., Bocconi University, Italy; M.S., 

Ph.D., London School of Economics 

Christopher F. Bauin, Associate Professor; A3., Kalamazoo College; 

A.M., Florida Atlantic University; Ph.D., University of Michigan 

Francis M. McLaughlin, Associate Professor; Assistant Chairperson 

of the Department; B.S., A.M., Boston College; Ph.D., 

Massachusetts Institute of Technology 

Robert G. Murphy, Associate Professor; B.A., Williams College; 

Ph.D., Massachusetts Institute of Technology 

Serena Ng, Associate Professor; B.A., M.A., University of Western 

Ontario; M.A., Ph.D., Princeton University 

Harold A. Petersen, Associate Professor; A.B., DePauw University; 

Ph.D., Brown University 

Richard W. Tresch, Associate Professor; Chairperson of the 

Department; A.B., Williams College; Ph.D., Massachusetts 

Institute of Technology 

Chong-en Bai, Assistant Professor; B.S., China University; M.S., 

Institute of Mathematics; Ph.D.s, University of California at San 

Diego and Harvard University 

Kristen Butcher, Assistant Professor; B.A., Wellesley College; M.Sc, 

London School of Economics; M.A., Ph.D., Princeton University 

Douglas Marcouiller, SJ., Assistant Professor; A.^., Princeton 

University; M.A., Yale University; M. Div., Weston School of 

Theology; Ph.D., University of Texas, Austin 

Enrico Spolaore, Assistant Professor; L.E.C., University of Rome; 

M.A., Harvard University; Ph.D., Harvard University 

Departmental Notes 

• Administrative Secretary: Kathy Tubman, 617-552-3670 

• Administrative Graduate Secretary: Mary Foley, 
617-552-3683 

• Secretary: Pauline Lonergan, 617-552-3684 

• World Wide Web: http://fmwww.bc.edu/EC/EC.html 

Undergraduate Program Description 

The major in Economics provides a critical examination of 
how the economic system works in the United States and through- 
out the world. The introductory courses (EC 131-132) are surveys 
of economic problems, policies, and theory, and the required 
courses in micro theory and macro theory (EC 201, 202) give a 
deeper analytical foundation. Electives permit further study in a 
wide range of fields, including money and banking, international 
trade and finance, law and economics, public sector economics, 
economic development, economic history, capital theory and 
finance, labor economics, human resources, immigration, income 
distribution, mathematical economics, econometrics, business fore- 
casting, industrial organization, consumer economics, health 
economics, history of economic thought, transportation economics, 
environmental economics, urban economics, political economy, 
financial markets, real estate, Latin American economics, the 
Chinese economy, public policy analysis, and selected topics in 
micro and macro theory. 

Economic electives are taught in two formats: the traditional 
lecture format, with enrollments up to 40, and a smaller writing- 
intensive format, with enrollments capped at 15 to 25, depending 



on the size of the writing component. Students are urged to take 
advantage of the writing-intensive courses, and to check with the 
department prior to the registration period to learn which courses 
will be offered in which format. 

Major Requirements 

Ten three-credit courses are required for the major, including 
Principles of Economics (EC 131-132), Economic Statistics (EC 
151 or 157), Microeconomic Theory (EC 201 or 203), 
Macroeconomic Theory (EC 202 or 204), and any five electives. 

Students from the Carroll School of Management may choose 
Economics as an area of concentration. The concentration consists 
of seven courses, including Principles of Economics (EC 131, 132), 
Economic Statistics (EC 151 or 155), Microeconomic Theory (EC 
201 or 203), Macroeconomic Theory (EC 202 or 204), and any 
two electives. Students with a serious interest in economics, how- 
ever, are urged to take at least ten courses, the equivalent of an Arts 
and Sciences major. Finally, all Carroll School of Management stu- 
dents, regardless of their area of concentration, are required to take 
Principles of Economics (EC 131-132) and Statistics (EC 151 or 
155). 

The Department revised the numbering of the electives for 
1996-97 to reflect the general prerequisites for these courses, as fol- 
lows: 

• EC 100-198: No prerequisites; open to all non-majors 

• EC 200-298: Principles of Economics, EC 131 and EC 132; 
open to non-majors who have taken Principles 

• EC 300-398: The corresponding theory courses, Micro (EC 
201 or EC 203) or Macro (EC 202 or EC 204), or permission 
of the instructor. Some electives may have additional specific 
prerequisites. Consult the course listings. 

The Economics major is meant to be structured. Students 
should take Principles, Statistics, and preferably the two Theory 
courses before beginning the 300-level electives. We recognize that 
late starters may not have time to follow this sequence precisely, but 
at very least the 300-level electives and the corresponding theory 
courses should be taken concurrently. Consult the individual pro- 
fessor if you are unsure of your preparation. 

A student choosing to do honors work in economics, whether 
in the Arts and Science honors program or not, does independent 
research and writes an honors thesis (EC 497-498) under the guid- 
ance of an individual professor. The thesis proposal must be 
approved by the Department Honors Committee and should be 
started by the beginning of the fall term of senior year. Honors stu- 
dents should also select the following courses: Honors Statistics (EC 
157), Econometric Methods (EC 228), Honors Microeconomic 
Theory (EC 203), Honors Macroeconomic Theory (EC 204), and 
several of the small enrollment writing-intensive electives. 

Honors are conferred by a vote of the Honors Committee at 
the end of the student's senior year. Students planning to do gradu- 
ate work should enter the honors program. Students with truly 
outstanding records are also encouraged to elect one or more gradu- 
ate courses in their junior or senior years. 

Non-honors students with strong analytical ability are urged 
to fulfill their micro and macro theory requirements by taking EC 
203 and EC 204 rather than EC 201 and EC 202. Students with 
good mathematical backgrounds should take EC 155 or EC 157 
rather than EC 151 to meet the statistics requirement, and they 
should also take EC 228 Econometric Methods. Students planning 
to do graduate work in economics or public policy should consider 
EC 311 Mathematics for Economists, or its equivalent in courses 
from the Mathematics Department. 



The Boston College Catalog 1998-1999 



71 



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Knowledge of the basic elements of Calculus is required of all 
economics majors. No specific calculus courses are required for the 
major, but all majors should know how to take derivatives of simple 
functions and to solve maximum and minimum problems. MT 
100, most Core-level calculus courses, and many high school calcu- 
lus courses provide the basic elements of calculus needed for the 
Economics major. The Micro and Macro Theory courses and the 
300-level electives may use some basic elements of calculus. Any 
student with a serious interest in Economics should take at least 
one full year of Calculus, MT 100-101 or the equivalent. 

The major in Economics provides a general background that is 
useful to those planning careers in law, government service, or busi- 
ness as well as those planning careers as professional economists. 
Professional economists work as college teachers, as researchers for 
government agencies, businesses and consulting firms, and as 
administrators and managers in a wide range of fields. 
Information for First Year/Majors and Non-Majors 

Students taking Principles freshman year would usually take 
Micro Theory, Macro Theory, and one elective sophomore year. 
Students taking Principles sophomore year would generally take 
Micro Theory, Macro Theory, and two electives junior year. 
Statistics should be taken as soon as possible, certainly no later than 
sophomore year. 

The Core 

Principles of Economics — Micro and Macro (EC 131 and 
EC 1 32, respectively) satisfy the Core requirements in the social sci- 
ences. These are distinct one-semester courses that should be taken 
in numerical order — micro before macro, although macro 
(EC 1 32) can be taken first if necessary. Although it is possible to 
lake only one of these courses, the Department strongly recom- 
mends a year of Principles for a well-rounded introduction to the 
U.S. economy and current policy issues. 

Double Majors 

Requirements for double majors are the same. A total of ten 
courses (30 credits) in Economics, including Principles, Statistics, 
Micro Theory, and Macro Theory, is required of a double major. 

Principles of Micro and Macro 

Usually, students should take both EC 131 and EC 132 before 
taking any other Economics courses. The one exception is Statistics 
(EC 151, 155, and 157). Students normally take EC 131 before 
EC 132, although EC 132 may be taken first. EC 131-132 also sat- 
isfy the Social Sciences Core requirement. Students considering 
Principles should know the fundamentals of high school algebra, 
especially the algebra and geometry of a straight line. 

Graduate Program Description 

The graduate program in economics is oriented primarily 
toward full-time students who are seeking a Ph.D. A limited num- 
ber of students are also accepted to the M.A. program, which may 
be undertaken on either a part-time or full-time basis. 
Ph.D. Program 

The Ph.D. program is designed to train economists for careers 
in teaching and research by providing strong backgrounds in eco- 
nomic theory, quantitative research methods, and applied fields. 
Requirements include course work, comprehensive examinations, a 
thesis, and a one-year residence requirement. 

The course requirements consist of a core curriculum and 
seven electives. The first-year program consists of core courses in 
microtheory (EC 740, 741), macrotheory (EC 750, 751), mathe- 
matics for economists (EC 730), and econometrics (EC 760). In 
the second year, students take a second required course in econo- 



metrics (EC 761), while completing most or all of their electives. In 
addition to the Department's own electives, students may take 
courses in the Carroll School of Management's Ph.D. program in 
finance. 

Students are required to pass written comprehensive examina- 
tions in microtheory, macrotheory, and in two of the following 
fields: econometric theory, applied econometrics, monetary eco- 
nomics, advanced macroeconomics and international finance, 
international trade and finance, international trade and develop- 
ment, industrial organization, public sector economics, labor 
economics, urban economics, and finance. Each exam is based on a 
two-course sequence on the subject matter. The micro and macro 
comprehensives are offered twice a year in late May and late 
August. Students generally take them immediately after the first 
year and begin to write field comprehensives at the end of the sec- 
ond year. 

M.A. Program 

The Department's course offerings are geared to the Ph.D. 
program, but qualified M.A. applicants are admitted. The require- 
ments for the M.A. degree are the entire core curriculum of the 
Ph.D. program, two elective courses, and a written comprehensive 
examination. 

Admission Information 

Students who are quite sure they wish to pursue a Ph.D. 
should apply for admission directly to the Ph.D. program and not 
the M.A. program. Requirements for admission are at the same 
level for both programs, and students who are admitted to one may 
usually transfer, given satisfactory performance, to the other. 
Financial aid is available only to full-time students in the Ph.D. 
program. 

Requests for further information or for application forms for 
admission should be addressed to the Committee on Admissions, 
Economics Department, Boston College, Chestnut Hill, MA 
02167 or E-Mail: foleym@bc.edu. For up-to-date information 
including courses offered and course syllabi, consult the Economics 
Department Web page at http://fmwww.bc.edu/EC/EC.html. 
Applicants are required to submit college transcripts, three letters of 
recommendation, a statement of purpose, and scores from the 
Graduate Record Examination's quantitative, verbal, and analytical 
tests. Ph.D. applicants interested in financial assistance awarded by 
the Department of Economics should ensure that their applications 
are completed by February 1. Applications completed beyond that 
date will be considered but will be subject to reduced chances of 
financial aid awards. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://wv^fw.bc.edu/bc_org/avp/enmgt/regst/. 

EC 131 Principles of Economics I-Micro (Fall/Spring: 3) 

This course is an analysis of prices, output, and income distri- 
bution through the interaction of households and business firms in 
a modern Western economy. The appropriate role of government 
intervention is examined, and basic analytical tools are applied to 
current economic problems. 
The Department 
EC 132 Principles of Economics II-Macro (Fall/Spring: 3) 

This course is an analysis of national income and employment, 
economic fluctuations, monetary and fiscal policy, inflation, 
growth, and international aspects of macroeconomic policy. 
The Department 



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EC 151 Economic Statistics (Fall/Spring: 3) 

This course is focused on probability, random variables, sam- 
pling distributions, estimation of parameters, tests of hypotheses, 
regression and forecasting. 
The Department 

EC 155 Statistics — CSOM Honors (Spring: 3) 
Prerequisites: Calculus 

This course is a more intensive analytical treatment of the top- 
ics covered in EC 151, and it is designed for Carroll School of 
Management students. 
Joseph Quinn 

EC 157 Statistics — Honors (Fall: 3) 
Prerequisites: Calculus 

A more intensive analytical treatment of the topics covered in 
EC 151. 
Harold Petersen 

EC 201 Microeconomic Theory (Fall/Spring: 3) 

Prerequisites: EC 131 and Calculus 

This course develops a theoretical framework with which to 
analyze consumer and producer behavior. This analysis is then 
employed to investigate the determination of prices and output in 
various market situations, the implications for welfare and the 
appropriate role for government intervention. 
The Department 

EC 202 Macroeconomic Theory (Fall/Spring: 3) 
Prerequisites: EC 1 32 and Calculus 

This course is intended to equip the student for the analysis of 
the determination of employment and national income. Emphasis 
will be placed on the Keynesian theory of employment, interest, 
and money and on post-Keynesian macroeconomic models. 
The Department 

EC 203 Microeconomic Theory-Honors Level (Fall: 3) 

Prerequisites: EC 131 and Calculus 

A more intensive analytical treatment of the same material 
presented in EC 201. Some mathematical tools will be developed as 
needed. Open to anyone who has done well in Principles of 
Economics and highly recommended for students interested in 
doing graduate work in economics. 
David Belsley 

EC 204 Macroeconomic Theory-Honors Level (Spring: 3) 
Prerequisites: EC 132 and Calculus 

A more intensive treatment of the same material presented in 
EC 202. Open to anyone who has done well in Principles of 
Economics and highly recommended for students interested in 
doing graduate work in economics. 
Robert Murphy 

EC 228 Econometric Methods (Fall/Spring: 3) 
Prerequisites: Calculus, and EC 151, 155, or 157 

This course focuses on testing the predictions of economic 
theory. Topics covered include simple and multiple regression, mul- 
ticoUinearity, heteroskedasticity, serial correlation, specification 
errors, errors in variables, and an introduction to simultaneous 
equation estimation. 
Donald Cox 
Serena Ng 

EC 230 Industrial and Social Policy (Fall: 3) 

Prerequisites: EC 131-132 

This course will describe how a firm deals with the elements 
which compose its external environment. The first part of the 
course will examine the economic literature on industrial structure. 



Case studies of various firms will be used to illustrate the basic con- 
cepts of industrial organizations. The second part of the course will 
review the literature of public policy and its impact on economic 
organizations. In the last part of the course, we will examine the 
tobacco, alcohol and chemical industries where we can see how the 
business and public policy processes interact. 
Richard McGowan, S.J. 

EC 233 History of Economic Thought (Fall/Spring: 3) 

Prerequisites: ^C 131-132 

This course will survey the history of economic thinking from 
the ancient Greeks through the modern period. The emphasis of 
the course will be on classical and neoclassical economics from 
Adam Smith through John Maynard Keynes and the neoclassical 
synthesis of Paul Samuelson. Attention will also be given to con- 
temporary developments. 
Francis McLaughlin 

EC 234 Economics and Catholic Social Teaching (Spring: 3) 
Writing intensive 
Prerequisites: EC 131-132 

The purpose of this course is to explore questions of economic 
justice in terms of Catholic social teaching. Our approach will be 
primarily historical; we will read and reflect on some of the major 
Church documents to identify important themes in the teaching 
that apply to the development of economic policy. These themes 
will be linked to concepts in the history of economic thought and 
in the field of welfare economics. The extent to which our discus- 
sions are expanded to other disciplines will depend on students' 
backgrounds and interests. 

Note: The course is particularly suited to students of the Faith, 
Peace and Justice program, in addition to serving as a regular elec- 
tive for the Economics major. 
Catherine Schneider 
EC 242 Aging and Social Policy (Spring: 3) 

This course will analyze the economic and social policy issues 
facing an aging society. We will study the changing demographic 
structure in the United States and the challenges that this change 
creates. Emphasis will be placed on the role of social insurance, the 
fiscal problems faced by the Social Security system, and proposals 
for reform. 

Joseph Quinn (Economics) 
Eric Kingson (Social Work) 
EC 250 Economics of Medical Care (Spring: 3) 
Prerequisites: EC 131-132 

This course applies microeconomic analysis to the health care 
delivery and consumption in the U.S. It has the following objec- 
tives: (1) to increase your understanding of microeconomic theory, 
in particular as it is applied to real world problems; (2) to provide 
you with a good knowledge of the economic aspects and institu- 
tions of health care in the US; (3) to offer you practice in the 
tailoring of general models to fit particular markets and in the syn- 
thesization of empirical information and research reports. 
Jaana Muurinen 

EC 268 Economics of Gender and Race (Fall: 3) 
Satisfies Cultural Diversity Core requirement 
Prerequisites: EC131-132 

This course applies economic analysis to the study of gender 
or race based differences in economic roles and rewards. It presents 
several alternative explanations for these differences and compares 
their predictions with empirical evidence. Both explanations based 
on discrimination and nondiscriminatory models are considered. 
Public policies, such as affirmative action, are also discussed and 



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assessed. A sample of the topics of the course include the following: 
sexual division of labor, quotas as affirmative action, segregation in 
housing markets. 
Jaana Muurinen 

EC 276 The Political Economy of Developing Nations (Fall: 3) 
Satisfies Cultural Diversity Core requirement 

Non-majors who have taken EC 131 and EC 132 are especially 
welcome in this course. 

Economics students who have already taken EC 201 are encour- 
aged to take EC 375 instead of this course. 
Prerequisites: EC 131-132 

Globalization and institutional reform mark contemporary 
economic growth. This course first focuses on the intensification of 
international trade and factor flows, then analyzes adjustments to 
the institutional interaction of states and markets. Within this con- 
temporary framework, the course considers several of the traditional 
themes of development economics: poverty, inequality, and growth; 
natural resources and the environment; agriculture and rural orga- 
nization; migration and urbanization; formal and informal labor 
markets; and investment in human capital. 
Douglas Marcouiller, S.J. 

EC 278 Environmental Economics (Spring: 3) 

Prerequisites: EC 131-132 

The course will examine different aspects of natural resource 
allocation and the protection of environmental quality from an eco- 
nomic standpoint, including: specific areas of market failure, the 
allocation of public goods, the estimation of non-market values, 
public policy avenues for influencing natural resource management, 
and ethical issues in natural resource management. 
Frank Gollop 

EC 292 Economics of Immigration (Fall: 3) 
Prerequisites: EC 131-132 

More immigrants entered the United States during the decade 
of the 1980's than in any comparable period since the turn of the 
century. Why did this upswing in immigration occur? Who are the 
new immigrants? Where do they come from and what do they do 
in the U.S.? Do immigrants hurt the labor market opportunities of 
native-born workers and drain the U.S. social welfare system? How 
does U.S. immigration policy affect the number and type of immi- 
grants we receive? What other countries receive immigrants and 
what kind of immigration policies do these countries have? This 
course will use theoretical and empirical tools learned in other eco- 
nomics courses to address these questions and more. 
Kristin Butcher 

EC 299 Independent Study (Fall/Spring: 3) 

The student works under the direction of an individual profes- 
sor. 

Francis McLaughlin 

EC 311 Mathematics for Economists (Fall: 3) 

Prerequisites: Introductory Calculus, EC 201-202 (EC 203-204) 

The course is an introduction to the uses of calculus and other 
mathematical tools in economic analysis. 
Chong-en Bai 

EC 313 Computational Economics (Spring: 3) 
Prerequisites: EC 20 1 and EC 202 

This course provides an introduction and selective overview of 
the field of computational economics. Computational tools and 
techniques are increasingly being used to address complex issues in 
economic analysis. Students will become familiar with use of the 
Internet for information retrieval and dissemination, and will use 
appropriate modeling and visualization tools to address topics in 



applied micro- and macroeconomics and produce and "publish" 
their findings from a computational research project. No previous 
computing experience is required. 
Christopher Baum 

EC 338 Law and Economics (Fall: 3) 

Prerequisites: EC 20 1 or EC 203 

In this course, we utilize microeconomic analysis to evaluate 
the "performance" of legal institutions, with particular attention to 
the issue of economic efficiency. We will focus on questions in the 
common law fields of property, torts, and contracts (and in the the- 
ory and practice of criminal law if time permits). 
Mary Oates 

EC 340 Labor Economics (Fall/Spring: 3) 

Prerequisites: EC 201-202 

This course will introduce students to the methodology of 
labor economics from both institutional and neoclassical perspec- 
tives. The principal emphasis will be on neoclassical theory and 
empirical work dealing with the supply and demand for labor; the 
operation of the labor market; the determination of wages; and the 
impact of trade unions and collective bargaining. Special emphasis 
will be placed on applications of theory and empirical findings to 
policy questions. 
Francis M. McLaughlin 

EC 344 Poverty and Discrimination (Fall: 3) 
Prerequisites: EC 151 and EC 20 1 

The causes and consequences of poverty and discrimination in 
the United States are examined from an economic perspective. Why 
is there povert)^ in an affluent country? Are discrimination and 
poverty inherent in a market economy? What role should govern- 
ment play in alleviating poverty and discrimination? What role does 
it play? How could policies be improved? 
Peter Gottschalk 

EC 349 Economics of Human Resources (Spring: 3) 

Prerequisites: EC 201 or EC 203 

This course addresses a variety of topics about labor markets, 
careers, labor-market policy, and family behavior. A sampling of 
issues explored: earnings prospects of baby-boomers, the superstar 
phenomenon in the labor market, how school affects workers, 
immigration policy, protectionism, discrimination, women in the 
labor market, life-cycle patterns in careers and earnings, motives for 
private transfers among family members, the economic value of 
human life, and health and safety policy. 
Donald Cox 

EC 353 Industrial Organization-Competition and Antitrust 
(Fall: 3) 
Prerequisites: EC 20 1 or EC 203 

An economic analysis of market outcomes when firms are 
imperfectly competitive. We will analyze such issues as oligopoly 
behavior, collusion, mergers and takeovers, advertising, product dif- 
ferentiation, price discrimination, entry and entry deterrence, 
innovation and patents, and antitrust law. 
Frank Gollop 

EC 354 Industrial Organization-Public Regidation (Spring: 3) 
Prerequisites: EC 201 or EC 203 

An analysis of sources of market failure which lead to direct 
governmental regulation. The pitfalls ot rate-of-return regulation 
are identified, as are the mechanisms that can be used to introduce 
marginal cost pricing into a regulated industry. Principles of dereg- 
ulation are examined through study of a number of industries 
including telecommunications, airlines, trucking, railroads and elec- 



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trie utilities. The course evaluates particular problems relating to 
the regulation of occupational health and safety and the use of envi- 
ronmental resources. 
Frank Gollop 

EC 360 Economics of Financial Intermediation (Fall: 3) 
Prerequisites: EC 201 (EC 203) and EC 202 (EC 204) 

This course will analyze the role of financial assets, markets, 
and institutions in the economy. The fiinctions of commercial 
banks, investment banks, and other financial intermediaries will be 
covered and aspects of the regulation of these institutions will be 
examined. Emphasis will be placed on the continuing innovation 
and evolution of financial markets and financial institutions and on 
their interaction both with the changing regulatory environment 
and the conduct of monetary policy. 
Joe Peek 

EC 361 Monetary Theory and Policy (Fall/Spring: 3) 
Prerequisites: EC 202 or EC 204 

An analysis of the operation and behavior of financial markets 
and financial institutions. Emphasis is placed on financial interme- 
diaries, including commercial banks and the central bank. The 
money supply process and alternative theories of the demand for 
money are considered, as well as their implications for monetary 
policies and macroeconomic performance. 
Peter Ireland 
Hossein Kazemi 

EC 362 Financial Markets and the Macroeconomy (Fall: 3) 
Prerequisites: ¥.(Z 201-202 or EC 203-204; EC 228 recommended 

This course focuses on the workings of U.S. financial markets 
and their interaction with the macroeconomy and the world econ- 
omy. Emphasis is placed on the Treasury securities markets, the 
term structure of interest rates, and derivative assets such as finan- 
cial futures. Linkages to events such as the 1987 stock market crash 
and the savings and loan collapse are discussed. 
Christopher F. Baum 

EC 363 Micro Public Policy Analysis (Fall: 3) 

Prerequisites: EC 20 1 or EC 203 

This is a seminar on the economic analysis of current micro- 
economic public policy issues. During the first half of the course, 
students will read and discuss articles on selected topics and prepare 
first drafts of papers on topics of their choice. The second half of 
the course will be run like a professional economics conference. 
Students will read and critique each others' papers, present their 
drafts to the class, and then revise their papers on the basis of the 
comments received. 
Joseph Quinn 

EC 364 Monetary and Fiscal Policy (Fall: 3) 

Prerequisites: EC 202 

This course will examine both the theoretical and practical 
aspects of monetary and fiscal policy. On the monetary side, it will 
look at the mechanism through which monetary policy impacts the 
real economy and the price level. The fiscal side will explore the 
theoretical arguments about the effectiveness of fiscal policy and the 
practical developments that have precluded fiscal policy initiatives 
in recent years. The discussion will cover the reasons for the large 
budget deficits during the 1980s and their effect on the economy. 
Alicia Munnell 

EC 365 Public Finance (Fall: 3) 
Prerequisites: EC 201 or EC 203 

This is a course in the microeconomics of the public sector. 
We will discuss the rationale for the government's role in a market 
economy, major expenditure programs, and the theory and struc- 



ture of the tax system. The focus will be on the federal (as opposed 

to state and local) government's expenditure and tax programs, with 

special attention given to topics of current concern. 

Catherine Schneider 

EC 37 1 International Trade (Fall: 3) 

Prerequisites: EC 20 1 or EC 203 

This course is an analysis of the foundations of trade and the 
principle of comparative advantage, leading to a sophisticated study 
of protectionism. Current U.S. protectionist issues will be illumi- 
nated, as well as economic warfare, control of international factor 
movements, and interaction of trade and economic development. 
James Anderson 

EC 372 International Finance (Fall/Spring: 3) 
Prerequisites: EC 202 or EC 204 

Macroeconomic aspects of international trade and the balance 
of payments will be studied by using analytical models of the open 
economy. Particular emphasis will be placed on current policy issues 
related to the world debt crisis, the international monetary system, 
and exchange rates. 
Hossein Kazemi 

EC 374 Economic Reform in China and Latin America 
(Spring: 3) 

Satisfies Cultural Diversity Core requirement 
Prerequisites: EC201 or EC203 

The Chinese and Latin American economies, marked by radi- 
cally different histories, have recently been subjected to similar 
market-oriented reforms. This course will compare across regions 
the impact of the reforms on economic growth and social equity, 
focusing on changes in industrial policy, international trade policy, 
the capital market, the labor market, and corporate governance. 
Chong-en Bai 
Douglas Marcouiller, S.J. 

EC 375 Economic Development (Spring: 3) 
Satisfies Cultural Diversity Core requirement 

Prerequisites: EC 201 or EC 203 

Paying close attention to the microeconomic foundations of 
the arguments, this course offers students who have completed EC 
201 a sophisticated treatment of contemporary debates about devel- 
opment policy, touching on macroeconomic stabilization, trade 
liberalization, privatization, and deregulation. The course deals 
explicitly with technological change and endogenous grovvah, with 
asymmetric information and the structure of factor markets, and 
with property rights and the exploitation of natural resources. One 
theme of the course is the impact of different policies on the poor. 
A second theme is the contribution which development economics 
has made to the development of economics itself 
Douglas Marcouiller, S.J. 

EC 380 Capital Theory and Finance (Spring: 3) 
Prerequisites: EC 201 or EC 203 and EC 151 or EC 157 

Valuation of assets, rates of return, measurement of earnings, 
finance and securities markets, risk and portfolio choice, and special 
problems in investment. 
Harold Petersen 



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EC 391 Transportation Economics (Spring: 3) 
Prerequisites: EC 201 or EC 203 

This course applies the basic techniques of microeconomic 
analysis to the transportation industry. Both the institutional frame- 
work and public policy issues of freight and passenger 
transportation are examined. Topics to be covered include (1) pric- 
ing policies (2) regulatory reform, and (3) public provision of 
transportation infrastructure. 
Catherine Schneider 
EC 394 Urban Economics (Fall: 3) 
Prerequisites: EC 20 1 or EC 203 

This course deals vi^ith the economy of cities. The subjects 
treated are location and land use, urban transportation, housing, 
and local taxation and provision of public services. While the 
emphasis of the lectures will be on theory, there will be some dis- 
cussion of public policy. Also, all students must write a field essay 
which entails applying urban economic theory to some aspect of 
the Boston urban scene. 
Richard Arnott 

EC 497 Senior Honors Research (Fall: 3) 

This course provides guidance in developing a thesis topic and 
preparing a detailed proposal. EC 497 must be completed prior to 
registering for EC 498 Senior Honors Thesis. 
The Department 

EC 498 Senior Honors Thesis (Spring: 3) 

Prerequisites: EC 497 

Required of all seniors seeking a degree with Honors in 
Economics. 
The Department 

EC 601 Scholar of the College (Fall/Spring: 3) 

Required of all seniors seeking a degree with Scholar of the 
College status. 
Francis McLaughlin 

Graduate Course Offerings 

EC 730 Mathematics for Economists (Fall: 6) 

Topics covered in the first half of this course include the 
Kuhn-Tucker conditions, the implicit function theorem, the enve- 
lope theorem, and differential and difference equations. The second 
half of the course consists of two concurrent modules: one covers 
probability theory, the other dynamic optimization. 
Chong-en Bai 
Marvin Kraus 
EC 740 Microeconomic Theory I (Fall: 3) 

This course consists of two modules. In the first, consumer 
and producer theory are treated diagrammatically and at an intro- 
ductory mathematical level. The second gives a more formal 
treatment of consumer and producer theory, while covering special 
topics. 

Marvin Kraus 
EC 741 Microeconomic Theory II (Spring: 4) 

This course comprises three modules. The first treats pure and 
applied aspects of general equilibrium theory. The second is an 
introduction to non-cooperative game theory. The third covers top- 
ics in information economics. 
Chong-en Bai 
EC 750 Macroeconomic Theory I (Fall: 3) 

The first half of the course presents Keynesian and classical 
models, rational expectations and its implications for aggregate sup- 
ply, and economic policy. The second half covers the Solow growth 



model, infinite horizon and overlapping generation models, the 
new growth theory, real business cycle theory, and traditional 
Keynesian theories of fluctuations. 
Fabio Schiantarelli 

EC 75 1 Macroeconomic Theory II (Spring: 4) 

Microeconomic foundations of nominal rigidities, real rigidi- 
ties and the labor market, consumption and investment under 
uncertainty, theories of asset prices, the demand for money and the 
effect of monetary policy, and dynamic consistency and economic 
policy. 

Enrico Spolaore 
Fabio Schiantarelli 
EC 760 Econometrics I (Spring: 3) 

The first module of this course covers mathematical statistics, 
including moment estimation, hypothesis testing, asymptotic the- 
ory, and maximum likelihood estimation. The second module 
presents ordinary least squares regression analysis, linear restrictions 
and hypothesis testing in a regression context, and issues of func- 
tional form and specification analysis. 
Bruce E. Hansen 
Serena Ng 

EC 761 Econometrics II (Fall: 3) 

This course covers generalized least squares and simultaneous 
equations estimators, and provides an introduction to several tools 
used in applied econometrics. These include time series models, 
estimators for panel data, and models with limited dependent vari- 
ables. Exercises are drawn from several large data sets, using a 
variety of econometric computer software. 
Christopher F. Baum 

EC 803 Advanced Macroeconomic Theory (Fall: 3) 

This course covers selected topics in macroeconomic theory 
and policy. Topics include research on economic growth and its 
relationship with human capital accumulation, technological 
change and diffusion, labor supply and population, national bor- 
ders, and government policies. Emphasis is given to models used for 
the analysis of policy issues, including politico-economic models of 
monetary and fiscal policy. 
Enrico Spolaore 

EC 821 Time Series Econometrics (Fall/Spring: 3) 

Prerequisites: EC 761 (or equivalent) and EC 751 

This course covers major advances in time series analysis. In 
addition to univariate and multivariate models for stationary time 
series, it addresses the issues of unit roots and cointegration. The 
Kalman Filter and time series models of heteroskedasticity are also 
discussed. The course stresses the application of technical tools to 
economic issues, including testing money-income causality, stock 
market efficiency, the life-cycle model, and the sources of business 
cycle fluctuations. 
Bruce E. Hansen 
Serena Ng 

EC 822 Microeconometrics (Fall/Spring: 3) 
Prerequisites: EC 761 (or equivalent) 

This course covers major advances in microeconometrics. The 
course will present developments in estimating models with limited 
dependent variables, random and fixed effects models, and duration 
models. 
Peter Gottschalk 

EC 827 Econometric Theory I (Fall/Spring: 3) 

This course provides an introduction to the basic tools and 
theory of econometrics. Relevant matrix algebra and multivariate 



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distribution theory are developed and applied to the traditional lin- 
ear regression model and its extensions. Autocorrelation, errors in 
variables, and other single equation problems will be discussed in 
this context. 
David B els ley 

EC 828 Econometric Theory II (Fall/Spring: 3) 
Prerequisites: EC 76 1 

This course focuses on estimation and inference in non-linear 
econometric models. An emphasis will be placed on current theory 
and methods. Topics covered will include asymptotic theory, quasi- 
likelihood, least absolute deviations, generalized method of 
moments, two-step estimators, specification testing, and the boot- 
strap. 
Bruce E. Hansen 

EC 853 Industrial Organization I (Fall/Spring: 3) 

This course is an introduction to modern industrial organiza- 
tion theory. Topics will include, as time permits, the game theoretic 
approach to oligopoly theory, theories of barriers to entry, predatory 
pricing, R&D competition, and applications to trade theory. 
The Department 
EC 861 Monetary Economics I (Fall/Spring: 3) 

This course will examine the standard issues in advanced 
macroeconomics and monetary theory, placing particular emphasis 
on the role of inside money (credit) and the crucial role of informa- 
tion in the functioning of modern economies. Topics to be covered 
include the role of national debt and intergenerational allocation, 
inflation finance and optimal seignoirage, sunspot theory, and the 
effect of information partitions on economic efficiency. 
Serena Ng 

EC 862 Monetary Economics II (Fall/Spring: 3) 

This course considers various topics in monetary theory and 
policy with a particular emphasis on empirical applications. 
Included among the topics covered are money demand, the term 
structure of interest rates, asset pricing models, macroeconomic 
aspects of public finance, and models of unemployment and 
inflation. 

Fabio Schiantarelli 
Joe Peek 

EC 865 Public Sector Economics I (Fall/Spring: 3) 

This course covers most of the traditional topics in the subject: 
welfare economics, market failure and rationales for government 
intervention, the theory of tax policy and tax structure, the positive 
effects of taxation on labor supply, on intertemporal decisions, and 
on risk-taking tax incidence, taxation and growth, and normative, 
second-best tax, and public expenditure theory, including cost- 
benefit analysis and public enterprise pricing. 
Richard Tresch 

EC 866 Public Sector Economics II (Fall/Spring: 3) 

Thiscourse emphasizes problems of collective decision-making 
under complete and incomplete information. Topics include 
Arrow's Impossibility Theorem, the "new" political economy, an 
introduction to mechanism design with special emphasis on 
demand-revealing mechanisms for public goods, voluntary provi- 
sion of public goods, and the regulation of externalities 
Richard Arnott 



EC 871 Theory of International Trade (Fall/Spring: 3) 

Emphasis on the structure of general equilibrium, welfare and 
commercial policy propositions, and the foundations of compara- 
tive advantage. The course also covers imperfect competition and 
uncertainty. 
James E. Anderson 

EC 875 Political Economy of Trade and Development 
(Fall/Spring: 3) 

This course will consider economy-wide models of endoge- 
nous growth, as well as the sector-specific issues that arise from 
missing markets and asymmetric information. The perspectives of 
neoclassical political economy will also be emphasized. 
James Anderson 
Douglas Marcouiller, S.J. 

EC 885 Analysis of Labor Markets (Fall/Spring: 3) 

A comprehensive microeconomic approach to wage theory 
and the theory of labor markets focusing on labor supply, house- 
hold production, marginal productivity, human capital, search 
discrimination, and dual labor market theories. Heavy emphasis 
will be placed on specification and estimation of empirical models. 
Peter Gottschalk 

EC 886 Current Topics in Labor Economics (Fall/Spring: 3) 

This course covers topics of current interest in labor econom- 
ics. Examples include analysis of life-cycle consumer behavior 
estimation techniques applied to survey microdata, minimum wage 
legislation, agency problems, informational economics, and inter- 
generational transfers. Both theoretical and empirical issues are 
investigated. 
Kristin Butcher 

EC 888 Interim Study (Fall/Spring: 0) 

Required for Master's candidates who have completed all 
course requirements but have not taken comprehensive examina- 
tions. 
The Department 

EC 893 Urban Economics I (Fall/Spring: 3) 

This course covers basic urban economic theory-spatial eco- 
nomics, housing, transportation, and local public finance. 
Richard Arnott 
EC 894 Urban Economics II (Fall/Spring: 3) 

This course covers a selection of more advanced topics in 
urban economic theory agglomeration, systems of cities, non- 
monocentric cities, non-competitive models of housing, 
transportation and the theory of the second-best, and the econom- 
ics of downtown parking. 
Richard Arnott 

EC 998 Doctoral Comprehensives (Fall/Spring: 0) 

Required for Doctoral students who have completed all course 
requirements and are preparing for comprehensive examinations. 
The Department 

EC 999 Doctoral Continuation (Fall/Spring: 0) 

All students who have been admitted to candidacy for the 
Ph.D. degree are required to register for doctoral continuation dur- 
ing each semester of their candidacy whether or not they remain in 
residence. Doctoral Continuation requires a commitment of at least 
20 hours per week working on the dissertation. 
The Department 

English 

Faculty 

Leonard Casper, Professor Emeritus; K^., A.M., Ph.D., University 

of Wisconsin 



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p. Albert Duhamel, Professor Emeritus; B.A., College of the Holy 

Cross; A.M., Boston College; Ph.D., University of Wisconsin 

John McAleer, Professor Emeritus; A.^., A.M., Boston College; 

Ph.D., Harvard University 

John Fitzgerald, Associate Professor Emeritus; A.^., Boston College; 

A.M., Ph.D., Fordham University 

Joseph A. Appleyard, SJ., Professor; A.^., Boston College; Ph.D., 

Harvard University 

J. Robert Barth, SJ., Professor and Dean; Ph.D., Harvard 

University 

Rosemarie Bodenheimer, Professor; Chairperson of the 

Department; A.B.,Radcliffe College; Ed.M., Harvard University; 

Ph.D., Boston College 

Adele M. Dalslmer, Professor; A.^., Mt. Holyoke College; M.S., 

Hunter College; Ph.D., Yale University 

Dayton Raskin, Professor; A.^., University of Detroit; A.M., 

Northwestern University; B.D., University of London; Ph.D., Yale 

University 

Paul Lewis, Professor; A.^., City College of New York; A.M., 

University of Manitoba; Ph.D., University of New Hampshire 

Robin R. Lydenberg, Professor; A.^., Barnard College; A.M., 

Ph.D., Cornell University 

John L. Mahoney, Rattigan Professor; A.^., A.M., Boston College; 

Ph.D., Harvard University 

Kristin Morrison, Professor; A.^., Immaculate Heart College; 

A.M., St. Louis University; Ph.D., Harvard University 

Alan Richardson, Professor; A.^., Princeton University; A.M., 

Ph.D., Harvard University 

Richard J. Schrader, Professor; A.^., Notre Dame University; 

A.M., Ph.D., Ohio State University 

E. Dennis Taylor, Professor; A3., College of the Holy Cross; A.M., 

Ph.D., Yale University 

Christopher P. Wilson, Professor; A.^., Princeton University; 

Ph.D., Yale University 

Judith Wilt, Professor; A3., Duquesne University; Ph.D., Indiana 

University 

Henry A. Blackwell, Associate Professor; A.^., Morgan State 

College; M.A., Ph.D., University of Chicago 

Amy Boesky, Associate Professor; B.A., Harvard College; Ph.D., 

Harvard University 

Robert L. Chibka, Associate Professor; B.A., Yale University; 

M.F.A., University of Iowa; M.A., Ph.D., Cornell University 

Mary Thomas Crane, Associate Professor; A.^., Harvard College; 

A.M., Ph.D., Harvard University 

Paul C. Doherty, Associate Professor; A.^., College of the Holy 

Cross; A.M., Boston University; Ph.D., University of Missouri 

Carol Hurd Green, Adjunct Associate Professor; B.A., Regis College; 

M.A., Georgetown University; Ph.D., George Washington 

University 

Robert Kern, Associate Professor; A.B., City College of New York; 

A.M., Ph.D., Harvard University 

Elizabeth Kowaleski-Wallace, Associate Professor; B.A., Trinity 

College; M.A., M.Phil., Ph.D., Columbia University 

Suzanne M. Matson, Associate Professor; B.A., Portland State 

University; M.A., Ph.D., University of Washington 

Philip T. O'Leary, Associate Professor; A.B., College of the Holy 

Cross; Ph.D., Harvard University 

Frances L. Restuccia, Associate Professor; B.A., M.A., Occidental 

College; Ph.D., University of California at Berkeley 

Laura Tanner, Associate Professor; B.A., Colgate University; Ph.D., 

University of Pennsylvania 



Laurence Tobin, Associate Professor; B.A., Earlham College; M.A., 

University of Chicago; Ph.D., University of New Hampshire 

Andrew J. Von Hendy, Associate Professor; A.^., Niagara University; 

A.M., Ph.D., Cornell University 

James D. Wallace, Associate Professor; B.A., Earlham College; M.A., 

Bread Loaf School of English; Ph.D., Columbia University 

William Youngren, Associate Professor; A.B., Amherst College; 

A.M., Ph.D., Harvard University 

Raymond G. Biggar, Assistant Professor; A.'^., Bowdoin College; 

M.A.T., Harvard University; Ph.D., University of Wisconsin 

Alexandra Chasin, Assistant Professor; B.A., Brandeis University; 

M.A., Ph.D., Stanford University 

Elizabeth Graver, Assistant Professor; B.A., Wesleyan University; 

M.F.A., Washington University 

James Najarian, Assistant Professor; B.A., M.A., M.Phil., Ph.D, Yale 

University 

Kalpana Seshandri-Crooks, Assistant Professor; B.A., St. Francis 

College; M.A., M.Phil., University of Hyderabad; Ph.D., Tufts 

University 

Robert Stanton, Assistant Professor; B.A., M.A., Ph.D., University 

ofToronto 

Departmental Notes 

• Administrative Secretary: Patrice Scott, 617-552-3701, 
patrice.scott@bc.edu 

• Department Secretary: Judith Plank, 617-552-3806, 
judith.plank@bc.edu 

• World Wide Web: 
http://www.bc.edu/bc_org/avp/cas/eng/english.html 

Undergraduate Program Description 

In an academic milieu fragmented into departments and spe- 
cialized disciplines, the study of literature is one of the few 
remaining elements of the old liberal education that still offers stu- 
dents a point of view from which they can integrate the diversity of 
their own experience. Language is the mirror of the human mind 
and literature the record of its preoccupations — intellectual, aes- 
thetic, psychological, political, social, historical, moral and 
religious. 

The study of literature is thus a schooling in human experi- 
ence, and its primary use is for the development of those who study 
it. It is also, of course, good training for any field in which under- 
standing of behavior is valued. The tools used, because they deal 
with language and the forms of expression, have applicability in any 
kind of work where precise and effective communication is impor- 
tant. English majors can develop these skills to a considerable 
degree while undergraduates, and non-majors will find that taking 
even a few well-chosen courses beyond the Core requirement can 
widen their knowledge of literature and sharpen their linguistic 
abilities. 

The English major at Boston College is designed to introduce 
students to a wide range of expression in the literary traditions of 
the past and present. It aims to help undergraduate students 
develop a strengthened ability to work critically and sensitively with 
texts in poetry and prose, to write with clarity and grace, and to 
articulate judgments about literature with an awareness of various 
critical approaches. English majors will become familiar with some 
of the major developments in the history of British and American 
literature, and will have the opportunity to choose from an array of 
courses covering topics from the medieval period to contemporary 
cultural studies. 



i 



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Because critical reading and writing skills are essential to suc- 
cess in many professions, the English major is a valuable 
preparation for careers in teaching, law, business, journalism, pub- 
lishing, or communications. 

Information for First Year/Majors and Non-Majors 

The English Department has primary responsibility for two 
Core requirements — EN 010 First Year Writing Seminar, taught 
entirely by English Department faculty, and EN 080-084 Literature 
Core, taught largely by English Department faculty. 

EN 010 First Year Writing Seminar 

The First Year Seminar helps students use their writing as a 
source of learning and a form of communication. Designed as a 
workshop in which each student develops a portfolio of personal 
and academic writing, the seminar follows a semester-long process. 
Students write and rewrite essays continuously, discuss their works- 
in-progress in class, and receive feedback during individual and 
small group conferences with the instructor. In connection with 
their writing, students read and discuss a wide range of texts, 
including various forms of non-fiction prose. In addition to regular 
conferences, the class meets two hours per week to discuss the writ- 
ing process, the relationship between reading and writing, 
conventional and innovative ways of doing research, and the evolv- 
ing drafts of class members. 
EN 080-084 Literature Core 

In this part of the Core program students explore the principal 
motives which prompt people to read literature: to assemble and 
assess the shape and values of one's own culture, to discover alterna- 
tive ways of looking at the world, to gain insight into issues of 
permanent human importance as well as issues of contemporary 
urgency, and to enjoy the linguistic and formal satisfactions of liter- 
ary art. Core literature courses are designed with separate titles and 
reading lists in five major areas: 

• EN 080 Literary Forms 

• EN 081 Literary Themes 

• EN 082 Literature and Society 

• EN 083 Literature: Traditions and Counter-Traditions 

• EN 084 Literatures of the World 

In different ways these courses will strive to develop the stu- 
dent's capacity to read and write with clarity and engagement, allow 
for that dialogue between the past and present we call history, and 
provide an introduction to literary genres. 

Major Requirements 

Students ordinarily begin an English major in their sophomore 
year, after completing the First Year Seminar and the Literature 
Core, or equivalents. In addition to the two Core courses, students 
must take ten courses from the Department's offerings. These must 
include the following required courses: EN 131 Studies in Poetry 
and then EN 133 Narrative and Interpretation. These courses are 
usually taken in sequence in the sophomore year. Both courses train 
students intensively in the close reading of literary texts and in writ- 
ing with critical awareness about literature. 

Also required are three other courses that must include: 

• 1 course in pre- 1700 English or American literature 

• 2 courses in pre-1900 English or American literature 

These courses may be taken at any time in the student's major, 
but preferably after the completion of Studies in Poetry. Students 
who have a special interest in American literature are advised to 
take Major American Writers I as a foundation for later courses. 

Other courses may be useful, particularly in the sophomore 
year, to fill in students' knowledge of the background out of which 
English and American literature developed: Chaucer to Spenser, 



Donne to Dryden, Pope to Keats, Tennyson to Eliot and the Major 
American Writers sequence. At this point, students should be in a 
position to begin making their own choices about how they will 
complete the major requirements. They will have many options 
from among the thirty or more electives the Department offers each 
semester in English and American literature, in Irish Studies, in 
writing, in the different genres, and in particular themes. By senior 
year students will have the opportunity to focus on some well- 
defined topics (individual authors, important single works, 
specialized themes). Each year the Department will offer seminars, 
to enable students, usually seniors and juniors, to work closely with 
a faculty member on a topic of special interest. 

Individually Designed Major 

For some students with specific interdisciplinary interests, in 
American Studies for instance, an individually designed sequence of 
courses under the English major is appropriate. Students who sat- 
isfy their major requirements this way may count for English credit 
up to two courses taken in other departments. This plan must be 
approved by the Chairperson and the student's Department advisor 
by the end of the first semester of junior year. 

English Courses for Non-Majors 

Students majoring in other subjects have always been welcome 
in English courses for the diversity of viewpoint and variety of 
knowledge they often bring with them. From the students' point of 
view, English courses offer the enjoyment of reading good litera- 
ture; insight into history, culture, and human character; and a 
chance to polish skills of reading and writing. 

Irish Studies Program 

Irish Studies offers an interdisciplinary approach to the culture 
and society of Ireland. Individual courses cover the areas of social, 
political, and economic history, literature, medieval art, sociology, 
folk music, and the Irish language. In addition, there are several 
courses that are jointly taught by faculty from various disciplines. 
These include a three-semester sequence of courses integrating the 
history and literature of Ireland, from the eighteenth to the twenti- 
eth centuries. 

For Irish Studies Minors, the Irish Studies Program offers first- 
semester senior year courses at University College Cork and 
University College Galway. The program at University College 
Cork provides extensive exposure in areas of Irish culture not ordi- 
narily available in the United States, such as archeology, 
ethnography, folklore, and anthropology. The program at 
University College Galway offers intensive study in the Irish lan- 
guage for students who have had experience with the language. 
Interested students should apply to the Foreign Study Office or see 
Professors Dalsimer and O'Neill of the English and History 
Departments. 
Minor in Secondary Education 

Students in the College of Arts and Sciences majoring in 
English may apply to minor in Education, in order to gain 
certification for teaching. The program begins in the junior year. 
Interested students should contact the Coordinator of Secondary 
Education or the Associate Dean in the School of Education during 
the first semester in sophomore year. 
University of Nijmegan Student Exchange 

The English Departments of Boston College and the 
University of Nijmegen in the Netherlands exchange one student 
each year. Usually a junior English major goes to Nijmegen, and a 
graduate student comes here. Nijmegen is a city of some 150,000 
inhabitants located on the Rhine near the German border, and the 
university has 16,000 students, about 350-400 in the English 



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Department. The Boston College student may attend both under- 
graduate and graduate courses. All teaching in the department is 
done in English, and outside the English Department, faculty and 
students usually have a fair knowledge of English. Interested stu- 
dents should see Professor Christopher Wilson. 
Honors Program 

The English Department offers an honors program for English 
majors. Students admitted to the program will write an honors the- 
sis. Students who are contemplating a senior thesis are encouraged 
to take one of the Department's seminars during their junior year. A 
description of this program is available in the Department office. 

Linguistics 

The Program in Linguistics, housed in the Department of 
Slavic and Eastern Languages, offers courses for English majors who 
want to study English from a linguistic perspective or to examine 
the nature of language. 

Graduate Program Description 
Master of Arts Program 

The Master of Arts in English degree is intended for students 
who wish to extend and consolidate their knowledge of the field 
before moving on to work at the Ph.D. level, as well as for students 
oriented toward a challenging, rigorous, and up-to-date academic 
program. Candidates pursuing the M.A. degree will be expected to 
complete courses granting at least 30 hours of graduate credit. 
Three of these must be in a theory course (ordinarily thought of as 
a course primarily concerned with the study of texts in literary 
and/or cultural theory) from among the department's regular offer- 
ings; and three must be in the "Introduction to Advanced Research" 
course (or its equivalent). As an option, students may devote up to 
six of the required 30 hours of graduate credit to courses of inde- 
pendent study resulting in a longer paper, either critical or creative 
in nature. Students wishing to pursue this option should consult 
with the Program Director early in their graduate careers. 

Students must also pass two examinations: a language and a 
literary studies examination. The first will demonstrate reading 
knowledge of a foreign language. The second will gauge the stu- 
dent's mastery of three different skills or practices integral to 
advanced literary studies: the ability to analyze in detail a short 
poem or prose passage; the ability to place a number of passages in 
their proper literary-historical context based on their form, style, 
and content; and the ability to reflect on the theoretical, method- 
ological, or interpretive issues involved in reading and criticism. 
The examinations are offered yearly in December and May. 

The language exam may be taken at any time during the 
course of a student's program; the literary studies exam is ordinarily 
taken after all courses have been completed or are in the process of 
completion. Students should consult with the Program Director 
and with other faculty to plan an appropriate course of studies in 
anticipation of the examinations. The language exam may be taken 
in a wide range of languages and may be waived if either ( 1 ) the 
candidate can supply proof of proficiency in a foreign language in 
the form of an undergraduate transcript carrying credits for the 
completion of at least six semester hours in an advanced course with 
grades of B or above (taken within three years of the application for 
waiver) or (2) the candidate successfully completes a 1 2-week inten- 
sive language course administered by the Graduate School of Arts 
and Sciences at Boston College. 

Master of Arts Concentration in Irish Literature and Culture 

Boston College offers a Master of Arts degree with a concen- 
tration in Irish literature and culture under the auspices of the 
English Department. Candidates seeking the degree will be 



expected to complete within two years requirements in courses 
granting thirty hours of graduate credit, at least twelve of which 
must be in Anglo-Irish literature. In addition, unless proficiency is 
demonstrated in a written examination, all candidates will be 
required to complete twelve credits of course work in the Irish lan- 
guage as a step toward achieving reading ability in modern Irish. 
Remaining credits may be taken in Irish Studies courses offered by 
other University departments, such as History, where there is 
already a graduate program in Irish History, Music, Fine Arts, and 
Slavic (where Old Irish is taught). At the end of the course of study, 
students will take an interdisciplinary oral examination, focusing on 
a specific period, genre, or theme chosen by themselves after con- 
sultation with members of the Irish Studies faculty. 

English faculty offering graduate courses in Irish Studies 
include Professors Adele Dalsimer, Kristin Morrison, and Philip 
O'Leary. In addition, the distinguished visiting scholar holding the 
Burns Chair in Irish Studies will teach graduate courses in the pro- 
gram. 

Information concerning the program can be obtained by writ- 
ing to the Program Director, Philip O'Leary, at the Department of 
English, Boston College, Chestnut Hill, MA 02167. 
Master of Arts in Teaching 

The Master of Arts in Teaching (M.A.T.) degree is adminis- 
tered through the Graduate School of Education in cooperation 
with the Department of English. It requires admission to both the 
Graduate School of Education and to the Department of English. 
Course requirements vary depending upon the candidate's prior 
teaching experience; however, all Master's programs leading to 
certification in secondary education include practica experiences in 
addition to course work. For further information on the M.A.T, 
please refer to the Graduate School of Education section entitled, 
"Master's Programs in Secondary Teaching," or call the Office of 
Graduate Admissions, GSOE, at 617-552-4214. 
Graduate Assistantships and Teaching Fellowships 

Students in the first year of the M.A. program are eligible to 
receive financial aid in the form of tuition remission. Second year 
students are eligible for Teaching Fellowships, conferring a stipend 
and partial remission of tuition. 

Certifiicate of Advanced Graduate Study 

The Certificate of Advanced Graduate Study in English is a 
permanent part-time program primarily intended for English teach- 
ers who wish to extend and broaden their professional preparation 
beyond the requirements of a Master's degree, but it is also flexible 
enough to meet the needs of the many who may wish to continue 
their education through further cultural study. 

The Certificate will be awarded upon the completion of 30 
graduate credit hours, at least half of which must ordinarily be in 
English Department courses. The balance can be taken in any 
related areas (such as history, philosophy, classics, modern lan- 
guages, or art) that may be of particular interest or usefulness to the 
teacher concerned with developing specialized courses, or the gen- 
eral student interested in exploring new areas. 

To provide for the needs of the in-service teacher, whose pro- 
fessional development is the continuing concern of this program, 
the English Department regularly schedules courses in the late 
afternoon on a wide variety of periods and authors. The program 
also provides opportunities for independent directed-study courses 
that may be tailored to meet the needs of special students. 



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Doctor of Philosophy Program 

Usually, no more than four students will be admitted to the 
doctoral program each year. The small number of students makes 
possible a flexible program, individually shaped to suit the interests 
and needs of each student. 

All students accepted into the program receive stipends and 
tuition remission. Fellowships are renewed for five years as long as 
the student is making satisfactory progress toward completion of 
requirements for the degree. 

Course Requirements 

The only specified course requirements are four doctoral semi- 
nars to be taken usually in the first two years. The remainder of the 
student's program may include other courses in the graduate 
English department or related disciplines, small reading groups, or 
individual tutorials. Most students will have taken eight to ten 
courses by the end of the second year. An advanced research collo- 
quium is taken in the third or fourth year. 
Language Requirement 

Students must demonstrate an ability to read two foreign lan- 
guages or a working knowledge and application of one foreign 
language and its literature. The first alternative requires successful 
performance on two translation examinations in which a short text 
must be translated adequately (with use of a dictionary) in two 
hours. The second involves submitting a paper in which knowledge 
of the foreign language is used to work out a literary question, or 
translating a substantial critical or literary text currently unavailable 
in English. 

Examinations 

Each student will direct a course of study toward completion 
of one major and three minor examinations. 

A major examination consists of a two-hour oral examination 
usually on a period or genre. 

A minor examination is narrower in scope and normally runs 
one and one-half hours. It may consist of an oral or written exami- 
nation on a reading list, but students are also encouraged to choose 
forms for minor examinations that approach the material with a 
particular pedagogical or scholarly end in view: design of a course 
or plan for an anthology; delivery of a lecture; preparation and 
defense of a paper for publication. 

All examinations are graded according to the University scale 
for graduate examinations. The Chairperson of the examining 
board submits the grade immediately and prepares, as soon as possi- 
ble, a written evaluation of the examination for the student and the 
departmental records. Other members of the board may also sub- 
mit individual reports. 

Teaching 

As part of their program, Ph.D. students engage in a carefully 
organized sequence of teaching experiences: in the second year, 
especially if they have not already taught, they may lead a discus- 
sion section in an appropriate course; in the third and fourth years 
they will teach one self-designed course each semester — which may 
include one in the First Year Writing Seminar program, one in the 
Literature Core program, one in their own major field, and one that 
is a repeat of an earlier course. Faculty mentoring and evaluation is 
a part of every phase of this program. 
Dissertation 

After consultation with a faculty advisor, the student will write 
a prospectus describing the thesis topic and include a tentative bib- 
liography. This material will be submitted to a dissertation director 
and two readers who will supervise, read, and approve the disserta- 
tion. 



Students are responsible for acquainting themselves with all 
University requirements, fees, and deadlines pertinent to thesis sub- 
mission and graduation. This information can be obtained from the 
English Department office or from the Graduate Arts and Sciences 
Dean's Office. 
Ph.D. Colloquium 

A student committee organizes and schedules Ph.D. colloquia, 
at which faculty members, outside speakers, or doctoral students 
lead discussions on literary topics. Graduate students and faculty 
are invited. 
Course of Study 

Each student plans and paces an individual course of study in 
consultation with the Program Advisor. Students should keep the 
following guidelines in mind (counting each required seminar, or 
examination, semester of teaching as one unit): 

• 5 units should be completed by the beginning of the second 
year 

• 10 units should be completed by the beginning of the third 
year 

• 1 3 or more units and the language requirement should be 
completed by the beginning of the fourth year 

The fourth year should be largely devoted to the dissertation, 
but the student is urged to choose a topic, consult with a thesis 
director, and begin work before the end of the third year, even if an 
examination remains to be passed. 

Program in Linguistics 

In the Department of Slavic and Eastern Languages, the 
Program in Linguistics offers courses for graduate students in 
English who want to study English from a linguistic perspective, or 
to examine the nature of language generally. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 
EN 010 First Year Writing Seminar (Fall/Spring: 3) 

The First Year Writing Seminar is a fifteen-student course 
designed to engage students with writing as a source of learning and 
a form of communication. Designed as a workshop in which each 
student develops a portfolio of personal and academic writing, the 
seminar follows a semester-long process. Students write and rewrite 
essays continuously, discuss their works-in-progress in class, and 
receive feedback during individual and small group conferences 
with the instructor. In connection with their writing, students read 
a wide range of texts, including various forms of non-fiction prose. 
In addition to regular conferences, the class meets two hours per 
week to discuss the writing process, the relationship between read- 
ing and writing, conventional and innovative ways of doing 
research, and evolving drafts of class members. 
The Department 

EN 080 Literary Forms (Fall/Spring: 3) 

Courses listed under this title are meant to increase awareness 
of form and genre as significant factors in the experience of reading 
literature. They address formal genres like the novel, lyric poetry, 
and drama, or multi-genre forms like tragedy, comedy, romance, or 
other ideas of "form." They include examples of forms from differ- 
ent literary periods, to study their variety and development. 
The Department 

EN 080.01 Literary Forms (Fall: 3) 

What makes literature different from other kinds of writing? 
Ah, it's a tricky question, but if there's a simple answer, it may be 



The Boston College Catalog 1998-1999 



81 



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that literature is as much about form as about content — how a 
thing is said is as important as what. This course will begin an 
examination of the ways in which literature takes form as an exten- 
sion of content. We will read novels by Jane Austen and Ralph 
Ellison, short works by Kenneth Koch and others, poetry by Emily 
Dickinson, and a play by William Shakespeare. 
John Anderson 
EN 080.02 Literary Forms (Fall: 3) 

How do artists experience and imagine the city? This course 
will investigate the city's voices, markets, ghettos, underworlds and 
Utopias as places which energize the writer's imagination. We will 
focus on works of art where the writer finds melodramatic, comic 
or fantastic solutions to representing the sociology of the city. 
Readings include poems by Swift, Blake, Eliot and Ginsberg; per- 
sonal narratives (excerpts) by Stein, Nabokov, Baldwin and 
Shakespeare Merchant of Venice, Lang's film Metropolis, Woolf's 
London novel Mrs. Dalloway, and Frank McCourt's recent Limerick 
memoir Angelas Ashes. 
Ellen Castle 

EN 080.04,05 Literary Forms (Fall: 3) 

We will discuss not just the content of the works, but also why 
and how the author crafts a certain form to express her or his con- 
cerns and insights and how the form chosen by the author affects 
us. Beginning with the epic, we will move on to a Greek and/or 
Shakespearean play, then to nineteenth and twentieth century 
poetry, novels and short stories. 
Margherita Cappelli 

EN 081 Literary Themes (Fall/Spring: 3) 

These courses follow a particular theme through several genres 
and historical periods or cultures, focusing especially on elements in 
the theme which persist, and seem to address what is enduring in 
human experience, but addressing also elements of the theme which 
change with the literary genre or the historical period and culture. 
The Department 

EN 081.02 Literary Themes: Visions of Guilt and Innocence 
(Fall: 3) 

In this course we will explore the themes of guilt and inno- 
cence in works of many periods — from the ancient Greeks to the 
contemporary — and across genres: fiction, plays and poetry. We 
will explore how writers, and characters, define or imply moral 
standings and actions, and examine the consequences when certain 
characters betray those standings. Throughout the semester, then, 
we will consider concepts of responsibility, culpability, faithfulness 
and betrayal. We will also consider standards of guilt and innocence 
and good and evil, slippery terms depending upon literary circum- 
stance and the reliability of the teller of the tale. 
Eileen Donovan-Kranz 
EN 081.05 Literary Themes (Fall: 3) 

This course will explore the narrations of the folk tale and its 
adaptation in various forms of literature: plays, novels, poems, and 
short stories. 
Bonnie Rudner 

EN 081.06 Literary Themes: Journeys (Fall: 3) 

When is a trip not just a trip.' In this course, we will embark 
on a study of journeys in literature that lead to revelations and self- 
discovery for the characters as well as ourselves. Texts may include 
works by Toni Morrison, Shakespeare, and Samuel Beckett, among 
others. 
Karen Corr 



EN 082 Literature and Society (Fall/Spring: 3) 

Courses listed under this title treat literature as an integral part 
of a larger cultural experience. They examine the relationship 
between literary works and specific social issues as the relationship 
develops in particular cultures across time. These courses may use 
several kinds of cultural and historical documents both to link liter- 
ature to culture and to raise the question of how, and whether, to 
distinguish some of them as "literature." 
The Department 

EN 082.01,04 Literature and Society: Revenge Tragedies, 
Personal Tragedies (Fall: 3) 

This course will examine the nature of tragedy, personal and 
revenge, and how it affects families and individuals. This course will 
also examine the intersection of character's personal and public lives 
as they struggle to "do the right thing." Works to be studied will 
mostly likely include Toni Morrison, Shakespeare, Mario Puzo, 
Susan Power and poems by Plath and Dickinson. 
Andrea DeFusco 
EN 082.02 Literature and Society (Fall: 3) 

This course treats the subject of alienation from a number of 
related but separate vantage points — social, moral, political, intel- 
lectual, economic. Authors are: Raymond Carver, Russell Banks, 
Flannery O'Connor, R. P. Warren and Tim O'Brien. 
George O'Har 

EN 082.03 Literature and Society (Fall: 3) 

In this course we will explore the bildungsroman, or coming 
of age/coming to awareness literature. We will examine the ways in 
which the various authors have grappled with the issues of self- 
awareness in their characters, as well as the contexts for these works: 
from the middle ages through some current literature, we will look 
at how the times shaped the works and authors, and how the 
authors shaped their times. Among the texts: Sir Gawain and the 
Green Knight, Jane Austen, selections from Wordsworth, D. H. 
Lawrence, Sandra Cisneros, Susan Powers, August Strindberg. 
Susan Roberts 

EN 082.06 Literature and Society (Fall: 3) 

Fictional settings let readers enter the lives of others, internal- 
ize the characters' problems and relate directly to the ethical 
questions their personalities and situations create. This course fea- 
tures works of great moral power that encourage self-examination 
and challenge existing assumptions, behavior, and "truths" that have 
been shaped by cultural experience, social institutions, and ideol- 
ogy. Above all, the essential question is asked: What does it mean to 
be a human being? 
Linda Zeltzer 
EN 083 Traditions and Countertraditions (Fall/Spring: 3) 

These courses put two traditions of literature in English into 
dialogue with one another. They attempt to define the concept of a 
literary tradition, and to explore the ways it may develop in rela- 
tion, opposition, or parallel with other traditions. Most courses will 
treat traditions built around national and/or ethnic experience, but 
traditions and counter traditions built around gender, religion, or 
class are also possible. 
EN 083.01,02 Traditions and Coimtertraditions (Fall: 3) 

In this course we will read and discus novels in which voices 
from different traditions deal with similat, perhaps universal 
themes. The pairings will include such authors as Faulkner and 
Morrison, Bronte and Rhys, James and Allende and Susan Power. 
Hilda Carey 



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EN 083.03 Traditions and Countertraditions: Land of the Free 
(FaU: 3) 

Native American and African-American Stories. What does 
freedom mean to these two groups of Americans? One roamed free 
on the land until it was taken from them, while the other was 
brought to this country to be slaves. How does the loss of freedom 
affect them and how is this loss reflected in their literature? We will 
read traditional stories and contemporary ones of Native Americans 
and African-Americans to understand their culture, their difficulties 
in America, and their unique literature. 
Dorothy Miller 
EN 083.05 Tradition and Countertradition (Fall: 3) 

This course will explore the Native American text both in 
terms of its qualities and content and in terms of European expecta- 
tions of such texts. Within the Native American tradition, we will 
move toward an analysis of the texts in terms of a masculine or fem- 
inine viewpoint. In order to provide a framework for our 
investigation, we will also look at some of the cultural and religious 
framework for the writings. 
Dacia Gentilella 
EN 084 Literatures of the World (Fall/Spring: 3) 

These courses introduce students to literatures around the 
globe. Within this context, a variety of explorations based on the- 
matic, formal, social and philosophical questions will emerge. A 
given course may focus on Classical epic and lyric poetry, modern 
European drama, literature of exploration, confrontation of the self 
and other, and so on. All these courses will help students discover 
and assess the shape of their own language and thought by explor- 
ing literatures of other places and time. 

EN 084.01 Literatures of the World: Myth and Greek Tragedy 
(Spring: 3) 

Cross listed with CL 202 and CT 370 
Satisfies Literature Core requirement 
See course description in the Classical Studies department. 
Dia M.L. Philippides 

EN 084.03 Literatures of the World: Triumphs and Failings of 

Modern Man (Fall: 3) 

Cross listed vwth CM 063 

Satisfies Literature Core requirement 

See course description in the Germanic Studies department. 

Christoph Eykman 

EN 084.06 Literatures of the World: Heroic Poetry: Homer, 

Vergil and Beyond (Fall: 3) 

Cross Listed vsdth CL 217 

Satisfies Literature Core requirement 

See course description in the Classical Studies department. 

Charles F. Ahem, Jr. 

EN 093-094 Introduction to Modern Irish I and II 

(Fall/Spring: 3) 

Cross listed with SL 027-028 

See course description in the Slavic and Eastern Languages 
Department. 
John T. Koch 

EN 097-098 Continuing Modern Irish I and II (Fall/Spring: 3) 

Continuing course in Modern Irish for those with a basic prior 
knowledge of the language. Emphasis is on developing the ability to 
read contemporary literature in all genres. The primary focus of the 
course is on the Irish of Conamera but other dialects are studied as 
well, and some attention is given to reading texts in the older Gaelic 
type and spelling in use through the 1940s. 



Philip O'Leary 

EN 101 The Celtic Heroic Age: Word and Image (Fall: 3) 

Cross listed with SL 253 

See course descripton in the Slavic and Eastern Languages 
Department. 
John T. Koch 

EN 119 The Craft of Writing (For Foreign Students) 
(Fall/Spring: 3) 
Cross listed with SL 1 19 

For students whose native language is not English 
Satisfies Literature Core requirement 

Techniques for writing effective and correct English prose 
using an awareness of English grammatical structures along with 
the concepts of English rhetoric. The development of English 
vocabulary, paraphrase, and imitative expression through the read- 
ing of short expository and literary prose. The opening of creative 
expression in writing through the reading of poetry. The writing of 
examination essays and of papers through practical exercises. 
Raymond G. Biggar 
Aisha Saidi 

EN 125 Introduction to Feminisms (Fall/Spring: 3) 
Cross listed with HS 148, PS 125, SC 225 

See course descripton in the History Department. 
Ellen Friedman 

EN 131 Studies in Poetry (Fall/Spring: 3) 

Close reading of poetry, developing the student's ability to ask 
questions which open poems to analysis, and to write lucid inter- 
pretative papers. 
The Department 

EN 133 Narrative and Interpretation (Fall/Spring: 3) 

This course will acquaint students with critical and/or theoret- 
ical approaches to a wide range of narratives — novels, tales, and 
non-fictional narratives as well as drama, film, and narrative poems. 
Some sections will emphasize the skills and terminology specific to 
narrative theory. These closely related aims and activities may of 
course overlap in any one section. All sections will be writing inten- 
sive, offering students the opportunity to write, and get detailed 
feedback on, five papers. 
The Department 

EN 141-142 Major American Writers I and II (Fall/Spring: 3) 
Students need not take these courses in chronological order. 

Major American Writers I, II, and III follow the development 
of American literature from 1620 to the present. Major American 
Writers I deals with American literature up to 1865; Major 
American Writers II with American literature from 1865 to 1914; 
Major American Writers III with American literature from 1914 to 
the present. 
Paul Lewis 
Matthew Watson 
Richard Schrader 
James Wallace 

EN 143 Major American Writers III (Fall/Spring: 3) 

Major American Writers I, II, and III follow the development 
of American literature from 1 620 to the present. Major American 
Writers I deals with American literature up to 1865; Major 
American Writers II with American literature from 1865 to 1914; 
Major American Writers III with American literature from 1914 to 
the present. Students need not take these courses in chronological 
order. 
Henry Blackwell 



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Alexandra Chasin 

EN 151 Survey of English Literature (Fall: 3) 

John Fitzgerald 

EN 161 English Literary History I: Chaucer to Spenser 

(Spring: 3) 

Fulfills pre- 1700 requirement 

This course (which fulfills the pre 1700 requirement) is 
designed to provide a strong background in British literature and 
culture from the late fourteenth through the sixteenth centuries, a 
period which includes such writers as Chaucer, Malory, More, 
Wyatt, Sidney, Spenser, and Shakespeare. The course will address 
issues of intellectual, political, and social history crucial to under- 
standing the literature of the period, and will include slides and 
other culturally relevant materials as well as literary concepts neces- 
sary for reading the assigned works. 
Mary Crane 

EN 163 English Literary History IILPope to Keats (Fall: 3) 
Fulfills the pre- 1900 requirement 

This course provides English majors and other interested stu- 
dents with a broad and rich overview of British literary culture from 
the late seventeenth century through the Romantic era. We will 
read novels by Jane Austen and Mary Wollstonecraft, poetry by 
familiar writers (Pope, Blake, Wordsworth, Byron) and newly redis- 
covered women writers (Montagu, Barbauld, Hemans), and satrical 
works by Swift and Blake. 
Alan Richardson 
EN 164 English Literary History IV: Tennyson to Eliot (Fall: 3) 

In this course we will study the literary production of the 
nineteenth and early twentieth centuries. Among the topics we will 
cover will be changing expectations about literature's purpose, the 
role of literary inheritance, and the transition between Victorian 
and modernist literary ideals. We'll pay special attention to literary 
and social changes wrought by the First World War Our texts will 
include poetry by Tennyson, the Brownings, the Rossettis, Yeats, 
Owen, Sassoon, and TS. Eliot, criticism by Matthew Arnold, John 
Ruskin, and Virginia Woolf, and fiction by Elizabeth Gaskell, D.H. 
Lawrence, and Woolf 
James Najarian 

EN 220 Classical Mythology (Fall: 3) 
Cross listed with CL 230 

See course description in the Classical Studies department. 
Christopher M. McDonough 

EN 221 Introduction to Creative Writing (Fall/Spring: 3) 

A writing course designed to familiarize students with creative 
forms. This work will evolve from both open and directed writing 
assignments, which will form the primary text for the course. 
Classes will be structured according to a workshop format. 
The Department 
EN 230 Literature and Social Change (Spring: 3) 

This course will examine the possibility of using literature as a 
force of social change in the twentieth century. We will explore the 
way in which literary worlds reflect, transform or revise contempo- 
rary attitudes toward cultural and historical concerns; this semester, 
we will focus on race in America, violence against women, and 
AIDS. Literary texts may include short fiction by Naylor and Selby, 
novels such as Beloved, Indian Killer, and The Gifts of the Body, and 
poetry by Mark Doty and Sharon Olds. 
Laura Tanner 

EN 238 Medieval Women Writers (Spring: 3) 

Katherine Howard 



EN 250 Approaches to Russian Literature (Fall: 3) 
Cross listed with SL 306 

The application to Russian literature of literary criticism and 
theory from Aristotle's Poetics up through traditional criticism, the 
Prague School, various types of structuralism, and deconstruction. 
The study of Russian literature in its native context receives special 
attention, with readings from Belinskij, Shklovskij, Baxtin, Lotman, 
and others. 

For undergraduates and non-Slavic graduate students all read- 
ings are in English translation. 
Cynthia Simmons 

EN 258 Chaucer: The Canterbury Tales (Fall: 3) 

A close and critical reading of most of Chaucer's Canterbury 
Tales, exploring his innovative exploitation of genre and other 
expectations to create an unsimplistic, humane view of the human 
comedy. A variety of critical approaches to the work will be consid- 
ered. We shall also read Chaucer's Troilus and Criseyde, for purposes 
of comparison. No previous knowledge of Middle English language 
or literature is assumed. 
Raymond Biggar 

EN 265 American Culture and the Color Line: An Introduction 
to American Studies (Spring: 3) 

This course is meant to provide an introduction to the inter- 
disciplinary study of American culture. Our starting point will be 
the institution of segregation in the years following the Civil War 
and its effects on social experience, political rhetoric, and artistic 
expression in literature, photography, painting and other forms of 
media. 
Christopher Wilson 

EN 275 Early Women Writers (Spring: 3) 

An introduction to the varieties of literature written by 
women in the later sixteenth, seventeenth, and early eighteenth cen- 
turies. Authors will probably include Elizabeth the First, Anne Lok, 
Amelia Lanyer, Mary Wroth, Anne Clifford, Katherine Phillips, 
Margaret Cavendish, Jane Sharp, Aphra Behn, Dorothy Osborne, 
Mary Manley, Lady Mary Montagu, and Eliza Haywood. Genres 
will include lyric, romance, experimental prose forms, personal let- 
ters, diaries, plays, and novels. 
Amy Boesky 

EN 276 American Women Writers (Fall: 3) 

How do we read women writers? Do we read their texts for 
insights into cultural systems of gendered segregation and repres- 
sion? Do we read them to recover lost voices? Do we read them for 
an aesthetic value of their own? How can we evaluate such an aes- 
thetic given the standards currently in place? In this course we will 
study short stories, novels, essays, poetry and plays written by 
American women in the nineteenth and twentieth centuries, 
including but not limited to Louisa May Alcott, Fanny Fern, Emily 
Dickinson, Kate Chopin, Charlotte Perkins Gilman, Susan 
Glaspell, Gertrude Stein, and Zora Neale Hurston. 
Maria Brandt 

EN 277 Great Britain and the Americas (Spring: 3) 

In this course, we will chart how British writers reinvent and 
appropriate the Americas as a frontier and creativity aft:er the loss of 
Britain's thirteen colonies, and how writers from the Americas 
incorporate and respond to these verbal (and sometimes geopoliti- 
cal) appropriations. Through our reading of fictional, poetic, and 
travel narratives, tracts, histories, and criticism we will examine how 
the refiguration of the Americas is a vital imaginative function 



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which spans from the Romantic through the Victorian periods, and 

which prepares the ground for twentieth century colonizations of 

the Americas. 

Joselyn Almeida 

EN 302 Literature as Metamorphosis (Spring: 3) 

Working from the hypothesis that metamorphosis may be in 
some way an exemplary form of narrative, I have set up this course 
to explore literary works that use metamorphosis as a central device. 
Our readings will include selections from the following categories: 
classical metamorphosis (Ovid's Metamorphoses, Apuleius' The 
Golden Ass, Shakespeare's Midsummer Night's Dreani); political 
metamorphosis (Bulgakov's Master and Margarita, fonesco's The 
Rhinoceros); psychological and philosophical metamorphosis 
(Kafka's Metamorphosis, Lispector's The Passion According to G.H.); 
avant-garde, surrealist, and postmodern metamorphosis (works by 
Lautreamont, Carrington, Carter). All of these works grapple with 
the question of what it means to be human: how language and the 
body both enable and constrain our humanity. 
Robin Lydenberg 

EN 309 James Joyce (Spring: 3) 

The life, times, and work, of James Joyce. Readings: Dubliners, 
Exiles, A Portrait of the Artist as a Young Man, Ulysses. 
Adele Dalsimer 

EN 315 Late Medieval Major Writers (Spring: 3) 

This course, using modern English or early modern English 
versions, focuses on the four best medieval writers of the second 
half of the fourteenth century, along with Malory, the earliest 
(fifteenth century) master of English prose narrative. Through close 
readings of these writers, and supplemental discussion of the cul- 
tural, social, religious and intellectual background of this period, we 
shall explore the special medieval artistry, the intrigues and chal- 
lenges of Chaucer, Gower the Gawain-poet, Langland, and Malory. 
No previous knowledge of Middle English or of medieval literature 
is required as the emphasis is entirely literary, not linguistic. 
Raymond Biggar 

EN 316 Chaucer (Spring: 3) 

The course will survey the poetry of Geoffrey Chaucer in the 
original Middle English, including a majority of the Canterbury 
Tales and Troilus and Criseyde. Among the ancillary books to be 
assigned are Boethius' Consolation of Philosophy and modern read- 
ings designed to help the student understand the world of the 
Middle Ages. 
Richard Schrader 

EN 317 American Comic Novel (Fall: 3) 

Jeffrey Ousborne 

EN 320 Indian Fiction and Film (Fall: 3) 

This course will introduce students to Indian writing in 
English which emerges both out of the vibrant popular and high 
cultures of India and a consciousness about English literature. We 
will set these texts in relation to the longer more enduring vernacu- 
lar literary traditions in India and the canon of English literature to 
see how English functions as a "national" language and as an avenue 
to international markets and audiences. We shall familiarize our- 
selves, as much as possible, with the local culture: myth and 
folklore, Hindi popular cinema, "art" cinema, religious traditions 
and the media, English departments in India, and the recent 
influence of western popular culture and TV. 
Kalpana Seshadri-Crooks 



EN 321 Viking Age of Britain (Fall: 3) 

We will study the literature composed when Britain was being 
populated by successive waves of invaders. The readings demon- 
strate the variety of cultures that contributed to the making of 
England: Celtic folktales, Scandinavian sagas, Roman and Christian 
historians, English battle poems. Texts include Tacitus, Bede, 
Grettir's Saga, the Mabinogi, and finally the epic Beowulf which will 
be read closely as the crowning literary achievement of Anglo-Saxon 
England. In addition, we will examine shorter pieces — allegories, 
riddles, elegies, minor heroic poems — illustrating the range of 
learning and literature in early England. All readings are in modern 
English translations. 
Richard Schrader 

EN 324 Psychoanalysis and the Modernist Novel (Spring: 3) 
Prerequisites:^^ 133 

This course will put British and American modernist novels 
into dialogue with psychoanalytic theory. Such a dialogue seems 
especially appropriate since psychoanalysis flourished in the 
Modernist Period. We will read novels by authors such as James, 
Wharton, Conrad, Faulkner, Woolf, Forster, and Barnes in con- 
junction with psychoanalytic theory written by Freud, Kristeva, 
Lacan, and Zizek. We will treat the literary texts in terms of various 
pathological psychic structures such as melancholia, perversion, 
hysteria, etc. as well as consider the novels we read in relation to 
psychoanalytic conceptions of desire, love, jouissance, and ethics. 
Frances Restuccia 

EN 326 Shakespeare I: Comedies and Histories (Fall: 3) 
Fulfills the pre- 1700 requirement 

A study of selected plays from the canon. The course will trace 
the development of Shakespeare and Renaissance theories of love 
(especially Plato, Christian ideals, and courtly love) and of history. 
The approach will be through an awareness of Shakespeare as 
philosopher (the history of ideas) and dramatist (Renaissance the- 
atrical conventions). The plays selected for intensive analysis are the 
following: Love's Labour Lost, A Midsummer Night's Dream, The 
Tempest, and Richard 11. 
Joseph Longo 

EN 327 Shakespeare II: Tragedies (Spring: 3) 
Fulfills the pre- 1700 requirement 

A study of the canon from 1600-1610. The focus will be 
Shakespeare's examination of tragedy — its protagonist, experience, 
ideas, etc., and the probability of its resolution. The approach will 
be through an awareness of Shakespeare as philosopher (the history 
of ideas) and dramatist (Renaissance theatrical conventions). The 
plays selected for close analysis will be Hamlet, King Lear, Othello, 
and Antony and Cleopatra. The course is designed to offer the stu- 
dent of Shakespeare an introduction to the man and his milieu, 
with primary emphasis given to the plays. 
Joseph Longo 

EN 340 Milton (Fall: 3) 

Fulfills the pre- 1700 requirement 

For many writers in the English tradition, John Milton was 
considered a greater poet even than Shakespeare. In our own period 
he is often (unfairly) described as stodgy, difficult, inaccessible. In 
order to reclaim what is experimental and revolutionary in Milton's 
poetry, this course will focus primarily on Paradise Lost. After a 
close reading of Genesis, we will try to understand why Milton 
chose the idea of the fall for his epic, and how he re-invents mater- 
ial to make it new. What is Milton's idea of Paradise, and how does 
it differ from its analogues and sources? How does Milton represent 
Adam and Eve, their relationship, and their fall? Is the poem revolu- 



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tionary, conservative, or both? We will also contextualize Paradise 
Lost in Milton's career, reading several of the minor poems, two 
prose tracts. Paradise Regained, and Samson Agonistes. 
Amy Boesky 

EN 351 British Romantic Poetry (Spring: 3) 
Fulfills the pre- 1900 requirement 

In this course we will read and discuss the poetry of Blake, 
Barbauld, Wordsworth, Coleridge, Byron, Shelley, Hemans, Keats, 
and Clare. In addition to reading a few essays in literary criticism 
and theory by the poets themselves, we will consider a variety of 
critical perspectives, including formalism (the study of poetic and 
other literary devices and structures) and approaches, such as femi- 
nism, that bring out the cultural, social, and historical contexts of 
the poems. 
Alan Richardson 

EN 356 Nineteenth Century Literary Protest (Spring: 3) 
Fulfills the pre- 1 900 requirement 

Victorian poetry, fiction, and prose protests nineteenth cen- 
tury social differences in ways that descend from late eighteenth 
century and Romantic literary models. In this course, we will look 
at Romantic and Victorian reponses to slavery, women's place, edu- 
cation, and poverty. We will examine how the social and poetic 
solutions of WoUstonecraft, Wordsworth and Shelley are re-exam- 
ined, questioned, and elaborated by writers later in the century. 
James Najarian 

EN 358 Poets, Poems and Poetics (Fall: 3) 

A new upper-division course for students interested in a rigor- 
ous and engaging encounter with the fine art of poetry. The course 
will study poems by major poets (Shakespeare, Donne, Milton, 
Pope, Wordsworth, Keats, Browning, Arnold, Dickinson, Yeats, and 
Eliot) from the tradition along with the work of a variety of more 
recent poets (Robert Frost, Wallace Stevens, Elizabeth Bishop, 
Louise Gluck, and Seamus Heavey). A special feature of the course 
will be regular reading and consideration of theories of poetry from 
as early as Aristotle to more recent developments like New 
Criticism to the latest historicist, deconstructionist and feminist 
approaches. 
John Mahoney 

EN 360 Eighteenth Century Drama (Fall: 3) 
Fulfills the pre- 1900 requirement 

A survey of plays from the eighteenth century. Playwrights to 
be considered include: Richard Steele, Susanna Centlivre, John Gay, 
Henry Fielding, George Lillo, Frances Burney, Oliver Goldsmith, 
and Richard Sheridan. We will also investigate actors and acting 
styles, staging, and spectatorship. We will ask about the evolving 
relationship between "high" and "low" forms of theatrical art, and 
we will look briefly at the relationship of other spectacles, such 
opera and pantomime, to the better known dramas. 
Beth Kowaleski-Wallace 

EN 364 Nineteenth Century British Fiction (Fall: 3) 
Fulfills the pre- 1 900 requirement. 

A course emphasizing the primacy of the novel in the 
Victorian imagination, following such themes as psychic dualism, 
romantic energy and Victorian containment, personal aspiration 
and social progress. Novels will probably include Stevenson's Dr. 
Jekyll and Mr. Hyde, Bronte's Wuthering Heights, Gaskell's North 
and South, Thackeray's Vanity Fair, Dickens's Bleak House, Eliot's 
Daniel Deronda, Ward's Helbeck of Bannisdale and Hardy's Jude the 
Obscure, with a final glance back via Lytton Strachey's sardonic 
Eminent Victorians. 
Judith Wilt 



EN 382 Varieties of Shorter Fiction (Spring: 3) 

This course is designed as an exploration of the appeals, 
rewards, dangers, and logistics of narrative fiction generally, using 
the short story as a manageable focus that allows us to encounter a 
significant number of diverse examples in a limited time. Studying 
a wide range of nineteenth-and twentieth-century short fiction, we 
will both examine in detail how specific texts work, and approach 
larger formal and theoretical questions about how stories function 
for tellers and audiences. 
Robert Chibka 

EN 389 Twentieth Century American Fiction (Fall: 3) 

Using fiction such as The Great Gatsby, Bread Givers, 
Sanctuary, The Day of the Locust, Beloved, The House on Mango 
Street, Woman Warrior and Indian Killer, we will focus on how 
twentieth-century American fiction exposes the political and eco- 
nomic bases of the American dream, unveils the problematic 
relationship of women and people of color to America's cultural 
mythology, and offers new bases for personal and cultural definition 
in the face of the destruction of traditional systems of order and 
value. 

Laura Tanner 
EN 394 Psychoanalysis and Literature (Fall: 3) 

The focus of this course will be on the intersections of psycho- 
analysis and literature. We will consider both the literary nature of 
certain psychoanalytic writings (primarily by Freud and Lacan), and 
the psychoanalytic richness of certain literary texts. Likely topics to 
be covered in some detail include: applications of Freud's theory of 
the uncanny in writers like E.T.A. Hoffman; the famous Dora case 
and its re-examination by feminist critics; Freud's "Little Hans" case 
as a study of the role of narrative in psychic development; Lacan's 
reading of Poe's "Purloined Letter" and its critical repercussions. 
Finally, we will explore the work of either Franz Kafka or 
Marguerite Duras. 
Robin Lydenberg 

EN 397 Whitman Tradition (Spring: 3) 

The effort here will be to define and trace the development of 
a distinctive tradition in American poetry grounded in the formal 
strategies and philosophical assumptions of Whitman's Leaves of 
Grass, characterized by free-verse long lines, the open road, and an 
anti-hierarchical ethos. Writers to be studied will most likely 
include Emerson, Whitman, Wallace Stevens, William Carlos 
Williams, Theodore Roethke, Allen Ginsberg, Gary Snyder and 
others. 
Robert Kern 

EN 40 1 Cross-Cultural American Literature (Spring: 3) 
Satisfies the Cultural Diversity Core requirement 

As part of America's developing recognition that its national 
strength grows from cultural diversity rather than uniformity, four 
groups of quest narratives are studied. Fictions by African- 
Americans, Hispanics and Native Americans are treated as responses 
to historical challenges; as searches for self-determined ethnic iden- 
tity, after years of slavery or colonial oppression, of reduction to life 
on mock "reservations," and after subordination to roles as 
insignificant minorities. Authors include Erdrich, Morrison, Tan, 
Garcia, Cisneros and others. 
Leonard Casper 

EN 409 Literature and Beliefs (Spring: 3) 

This course studies intentions, motives and beliefs of charac- 
ters, authors, audiences, and genres as they work toward a center 
and a sense of responsibility. The course deals with modern 
American novels and short stories by writers such as Hemingway, 



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Faulkner, Joyce Carol Oates, Flannery O'Connor, Mary Gordon, 
Walker Perq?, Tobias WolfF, John Updike, Thomas Pyncheon, 
Richard "Wright, Toni Morrison, Raymond Carver and Alice 
Munro. Discussion of film and advertising may also be included. 
Henry A. Blackwell 

EN 410 American Fiction to 1860 (Fall: 3) 

This course follows the development of American fiction from 
1790 to 1860 in the work of such writers as Hannah Foster, 
Charles Brockden Brown, Edgar Allen Poe, Catharine Sedgwick, 
Nathaniel Hawthorne, Harriet Beecher Stowe, and Herman 
Melville. 
Paul Lewis 
EN 412 Prose Writing (Fall/Spring: 3) 

This course is based on two assumptions: that writing skills are 
likely to improve with practice and that we write with greatest 
interest and intensity on subjects of our own choosing. Throughout 
the semester, as they draft weekly nonfiction papers and attend 
weekly conferences, students work at finding and developing sub- 
jects, gathering information, addressing audiences, and editing to 
achieve greater clarity and force. Limited enrollment allows each 
student's writing to receive individual attention from both other 
class members and the instructor. Open to majors and non-majors, 
Prose Writing builds on the work of the First- Year Writing Seminar 
and prepares students for more specialized writing electives. 
The Department 
EN 415 Postmodern American Poetry (Fall: 3) 

A study of American poetry in the context of the waning of 
modernism. Beginning with the work of Wallace Stevens and 
William Carlos Williams, this course will examine the development 
of lyric forms and attitudes that seem to constitute an alternative to 
the epic ambitions and cultural allusiveness of the work of such 
early twentieth century masters as T. S. Eliot and Ezra Pound. The 
focus will be on the poems themselves although some attention will 
be given to historical and intellectual backgrounds and to literary 
politics. Writers to be considered will include Robert Lowell, 
Elizabeth Bishop, James Wright, Gary Snyder, Allen Ginsberg, 
Adrienne Rich, Frank O'Hara, and others. 
Robert Kern 

EN 418 Introduction to Afro-American Literature (Fall: 3) 
Cross listed with BK 106 

See course description in the Black Studies department. 

Joyce Hope Scott 

EN 427 British Literature and Society in the First World War 

(Fall: 3) 

Cross listed with HS 246 

The First World War (1914-1918) is often understood as a 
definitive historical watershed which separated nineteenth century 
views of social order from the darker, more fragmented views of the 
self and society characteristic of the twentieth century. This course 
will explore the British experience of the the First World War and 
its immediate aftermath, concentrating on the 20 years from 1910 
to 1930. We will read both historical and literary texts, tracing the 
shifts in social sensibilities and literary forms which emerged, and 
studying the condition of British society as the War began, the 
experience of prolonged trench warfare, and the ways the War 
changed the lives of individual Britons. 
Rosemarie Bodenheimer 
Peter Weiler 



EN 436 Hawthorne, Melville and Stowe (Spring: 3) 

This course investigates three of the most important American 
writers of the nineteenth century: Nathaniel Hawthorne, Herman 
Melville, and Harriet Beecher Stowe. All three were acute observers 
of American social, political and cultural life. In the years leading 
up to the Civil War they explored themes of particular urgency: 
regional conflict, the meaning of democracy, the conflict between 
moral imperative and political expediency, gender relations, race 
relations. Each was also keenly self-aware as an artist, posing and 
solving artistic problems in a way that may be regarded as character- 
istically American. We well read major works by each author to 
understand the cultural work these authors were undertaking and 
their visions of America in crisis. 
James Wallace 

EN 437 War Fiction (Spring: 3) 

The epic of war confronted in the works of Crane, Remarque, 
Mailer, Sliaara, Cornwell, Forester, McAleer-Dickson, and in 
O'Brian's acclaimed Maturin-Aubrey saga. 

John McAleer 

EN 441 Jane Austen (Fall: 3) 

John McAleer 

EN 445 Jazz: Listening and Describing (Fall: 3) 
Cross listed with MU 323 

This course will have a dual aim: (I) to provide a working 
knowledge of jazz history from the early 1920s to about 1950: (2) 
to develop facility in writing descriptively about recorded jazz per- 
formances, both in themselves and in relation to other sorts of 
music. The principal musicians covered will include the following: 
Louis Armstrong, Bix Beiderbecke, Jelly Roll Morton, Bessie Smith, 
Jack Teagarden, Coleman Hawkins, Lester Young, Billie Holiday, 
Benny Goodman, Duke Ellington, Charlie Parker, Dizzy Gillespie, 
and Miles Davis. Though the approach throughout will be musical 
rather than sociological or cultural, no technical knowledge of 
music will be required. 
William Youngren 

EN 448 Literature of Spiritual Quest (Spring: 3) 

A course designed to explore literary works in connection with 
the theme of the spiritual quest. The purpose of the course is (1) to 
enrich the reading of classical literary works by exploring their spiri- 
tual dimensions, and (2) to promote spiritual exploration by means 
of literary works. Some of the texts used are: Etty Hillesum, An 
Interrupted Life, Dostoyevsky, The Brothers Karamazov, Flannery 
O'Connor, Complete Stories, screenplays by Andre Gregory, Mike 
Leigh, Ingmar Bergman and others, poems by T S. Eliot, Robert 
Frost, Wallace Stevens, William Butler Yeats; additional stories by 
Raymond Carver and Sandra Cisneros; and many other works. For 
updated information, see Dennis Taylor's web page, 
http:/www2.bc.edu/''taylor/, which also contains a wide ranging 
reading list. 
Dennis Taylor 



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EN 459 American Studies Senior Seminar: Gender, Sexuality and 
Representation in the United States (Fall: 3) 

In this course, we will look at a range of materials that thema- 
tize gay and lesbian experience, and its intersections with racial, 
ethnic, and gender identity. Reading poetry, plays, novels, autobi- 
ographies, essays, and watching films produced in the U. S. in the 
twentieth century, we will ask how complex identities are repre- 
sented in these materials. Authors will include James Baldwin, 
Audre Lorde, Gloria Anzaldua, Paul Monette, and Tony Kushner; 
viewings will include Paris is Burning, Looking for Langston, The 
Watermelon Woman, and Tongues Untied. 
Alexandra Chasin 

EN 460 American Short Story (Fall: 3) 

We will read, discuss, and write about stories by four late 
twentieth century North American writers: Flannery O'Connor, 
Bernard Malamud, Alice Munro, and Raymond Carver. 

Paul Doherty 

EN 465 Feminist Theory (Fall: 3) 

This class surveys major movements in twentieth-century 
Anglo-American and French feminist theory. Readings will include 
essays in feminist history, anthropology, psychoanalysis, biology, 
and literary studies. 
Beth Kowaleski-Wallace 

EN 469 Plays of O'Neill, Miller, Williams and Albee (Fall: 3) 

In-depth search for meaning through motif in major plays by 
four outstanding American dramatists, attempting to distinguish, 
onstage, creative/protective/self-destructive dreamers. 
Leonard Casper 

EN 474 Black Women Writers (Fall: 3) 
Cross listed with BK 216 

See course descripton in the Black Studies Department. 
Joyce Hope-Scott 

EN 482 African-American Writers (Fall: 3) 

Cross listed with BK 410 

Satisfies the Cultural Diversity Core requirement 

This course is a study of classic and non-canonical texts of 
African-American literature. Works by Terry, Wheatley, Dunbar, 
Toomer, Baldwin, Ellison, Wright, Walker, Morrison, and others 
will be examined in their own right and in cross-cultural perspec- 
tive. Short works by Faulkner, O'Connor, Harris and others provide 
useful comparisons of the African-American and American literary 
traditions. 
Henry A. Black we II 

EN 486 The Drama of Ethnic Renaissance: Theater and Society 
in Early twentieth century Dublin and Harlem (Spring: 3) 

The course will examine two cases of ethnic renaissance in 
English-language theater and culture, the Irish dramatic movement 
of Yeats, Gregory, Synge, and the Fays; and the dramatic wing of 
the Harlem Renaissance, initiated by Du Bois. Problems to be 
explored will include the attempt to create an inclusive group iden- 
tity, the exorcism of negative stage and media images from the 
dominant culture, the conscious re-writing of historical episodes, 
the place of dialect and rural folk material in dramas written for 
urban audiences, the relation of the theaters to political movements, 
the frequent friction with factions of the audience, and the divisive 
effect of plays of urban poverty such as O'Casey's Juno and the 
Paycock znAThwmzns "Harlem." Readings will include manifestos 
and statements of purpose from both movements, play scripts, 
reviews, and some biographical and historical material. 
Philip T OLeary 



EN 492 American Autobiographies (Spring: 3) 

A study of American autobiography which includes "classic" 
texts, such as those by Benjamin Franklin and Henry Adams, and 
new developments in the genre, such as the work of popular culture 
figures, Dennis Rodman, and Claude and Shelby Steele. 
Henry Blackivell 

EN 497 Writing the Past (Fall: 3) 

In this course, we will read contemporary American and 
Canadian novels set in the past and pair them with the historical 
documents that serve as springboards or "seed texts" for the novels. 
Among the questions we will ask are the following: What does it 
mean to view the past through a late-twentieth century lens? How 
do these novels interrogate history and attempt to explore the his- 
torically unspoken or repressed, particularly with regard to 
questions of race and gender? What sorts of relationships can we 
find between the non-fiction "seed texts" and the fictional represen- 
tations that grew out of them? 
Elizabeth Graver 

EN 500 Literature and Politics in Eighteenth Century Ireland 

(FaU: 3) 

Cross listed with HS 418 

During the period 1700-1801 Ireland experienced dramatic 
changes which altered its social, economic and cidtural identity. 
This course will explore a particular part of this process of change: 
the interaction between social-political transformation and the 
development of an Irish literature in the English language. 
Adele DalsimerlKevin O'Neill 

EN 502 Abbey Theatre Summer Workshop (Summer: 3) 

The Abbey Theatre Program, a six-week Summer Workshop 
in Dublin, consists of an intensive five weeks of classes, lectures, 
and demonstrations by members of the Abbey Theatre Company in 
acting, directing, production, and management, culminating in the 
staging of an Irish play. There will also be lectures in the history of 
Irish theatre. A week of travel, at will, in Ireland will be provided at 
the end of the workshop. Interested students should apply to 
Professor Philip O'Leary, English Department before March 1 . 
Philip T. OLeary 
EN 507 Twentieth Century Irish Fiction (Spring: 3) 

This course comprises a study of the long and short fiction by 
a variety of important Irish writers (excluding Joyce): John Banville, 
Samuel Beckett, M. J. Farrell (Molly Keane), Michael McLaverty, 
Flann O'Brien, Peadar O'Donnell, Kate O'Brien, William Trevor, 
and others. 
Kristin Morrison 

EN 514 Contemporary Irish Narratives: The Novel and the 
Nation (Fall: 3) 

Concentrating on contemporary Irish fiction, this course will 
introduce students to the confluence of "stories" repersenting Irish 
society since the mid-1980s. We will examine significant cultural 
shifts in Irish society and attempt answers to ongoing cultural ques- 
tions. In addition to novels by Roddy Doyle, Edna O'Brien, Patrick 
McCabe, and Emma Donoghue, among others, we will read recent 
memoirs by Pat Tierney and Frank McCourt, and view films by 
Neil Jordan, Jim Sheridan and Margo Harkin. 
James Smith 

EN 526 Shakespeare: Early Plays (Fall: 3) 

In this course we will read a selection of Shakespeare's 
Elizabethan plays. The syllabus is likely to include selections from 
his early comedies, histories, and tragedies including The Comedy of 



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Errors, A Midsummer Nights Dream, The Merchant of Venice, As You 
Like It, Twelfth Night, Measure for Measure, Richard III, and Romeo 
and Juliet. 
Mary Crane 

EN 529 Shakespeare: Later Plays (Spring: 3) 

In this course we will read a selection of Shakespeare's 
Jacobean plays. The syllabus is likely to include plays selected from 
among his tragedies and romances including the following: Hamlet, 
Othello, King Lear, Macbeth, Antony and Cleopatra, The Winter's 
Tale, and The Tempest. 
Mary Crane 

EN 532 Reading Poetry as Writers (Spring: 3) 

Students will read a wide range of poetry (renaissance to con- 
temporary), from the perspective of practicing writers. The goal of 
the course will be to understand not only the thematic content of 
the poetry, but to gain insights about the formal choices that poets 
face, and the prosodic devices they employ, such as meter (or free 
verse), verse form, voice, image register, diction, and tone. Students 
will do some analytical writing as well as write poems in the forms 
and modes they study. 
Suzanne M. Matson 
EN 542 Four Novels (Spring: 3) 

We will read four novels, each representing (among other things) a 
phase in the representation of actual life. The first, Tom Jones (1749) 
was written close to the beginning of the history of the genre, when 
the novel was separating from the romance. The second 
Middlemarch (1874) is in the tradition of realist fiction. The third, 
Ulysses (1922) is representative of the modernist tradition. The 
fourth novel, yet to be selected, will be contemporary, perhaps post- 
modernist, and certainly shorter than the first three. 
Paul Doherty 

EN 570 Literature of the American South (Spring: 3) 

By considering a few texts from the nineteenth century and 
many from the twentieth century, we'll attempt to answer questions 
about the nature of "the South" and how it has been variously con- 
structed and construed. Close attention will be paid to issues of 
race, gender, violence, history, environment, sexuality, aesthetics 
and humor Readings will be selected from among the works of 
Twain, Cable, Hurston, Toomer, Wright, Faulkner, Welty, 
O'Connor, Warren, Ellison, Williams, Walker, Morrison and oth- 
ers. 
George Grattan 

EN 577 Writing Workshop: Poetry (Fall: 3) 

In this course, students will explore the demand of the poetic 
form by reading, writing and revising poems. Exercises will be used 
to prompt poems, but students will also generate their own subjects 
and form. Largely a workshop format, student poems will be 
openly discussed with depth and discernment. 
Andrew Von Hendy 



EN 579 Writing Workshop: Fiction (Fall/Spring: 3) 

This course provides encouragement, practice, and criticism 
for students seriously interested in writing short fiction. The work- 
shop format demands self-motivation and universal participation. 
Since student stories are texts for class discussion, a generous will- 
ingness to respond to others' writing and to expose one's own work 
to such reactions is an essential prerequisite. Individual conferences 
with the instructor supplement the workshop discussions. Students 
are expected to produce a steady stream of new andrevised fiction 
throughout the semester. Narrative preferences from the traditional 
to the experimental are welcome. 
Robert Chibka 
Elizabeth Graver 

EN 599 Undergraduate Reading and Research (Fall/Spring: 3) 
The Department 

EN 603 Seminar in College Teaching: Women's Studies 

(Fall/Spring: 3) 

Cross listed with HS 665 

See course description in the History department. 
Ellen Friedman 
EN 606 Considering Poverty (Spring: 3) 

This seminar is designed for those who are interested in bridg- 
ing the gap between the humanities classroom and the world of 
activist practice. It asks: What are some ways of thinking about 
reading, and how do we understand the various interpretative 
strategies that go into "reading" poverty? How might our interpreta- 
tive skills be brought to bear on a social "text" like poverty? How do 
we best convert our intellectual knowledge about poverty into 
activist practices directed towards its amelioration? Readings 
include written and visual images of poverty from current newspa- 
pers and magazines and theoretical essays by authors such as Georg 
Simmel, Michael Ignatieff, Trin T. Min-ha, Robert Coles, and bell 
hooks. Novels include The Longings of Women by Marge Piercy, The 
Women of Brewster Place by Gloria Naylor, and Push by Sapphire. 
Beth Kowaleski-Wallace 

EN 609 Medieval Heroes, Visionaries and Mystics (Spring: 3) 
Fulfills the pre- 1700 requirement 

The aim of this course is to examine the social context of the 
most significant literary genres in English literature from the 
twelfth through the fifteenth centuries, excluding Chaucer. The 
place of heroes and heroines, dream visions, women mystics, chron- 
iclers, troubadours, tale tellers (decent and indecent), preachers, and 
travelers in English society during this earlier period in our present 
millennium will be discussed. Readings will be mostly in Middle 
English from Chaucer's time (about I400)on, with translations sup- 
plied for the earlier, twelfth and thirteenth century, writers. 
Raymond Biggar 

EN 615 Advanced Writing Workshop (Spring: 3) 

This course provides encouragement, practice, and criticism 
for students who have demonstrated accomplishment in writing 
fiction. The workshop format demands self-motivation and univer- 
sal participation. Since students stories are texts for class discussion, 
a generous willingness to respond to other's writing and to expose 
one's own work to such reactions is an essential prerequisite. 
Individual conferences with the instructor supplement workshop 
discussions. Students are expected to produce a steady stream of 
new and revised fiction throughout the semester. Narrative prefer- 
ences from the traditional to the experimental are welcome. 
Enrollment is limited to 15. Admission by permission of the 
instructor only. 
Elizabeth Graver 



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EN 617 Advanced Poetry Workshop (Spring: 3) 

This is a workshop designed for those who already have some 
experience writing poetry, and who wish to work intensively on 
matters of craft and revision. Students will produce roughly one 
poem a week, and critique each other's drafts in group discussion. 
Assigned reading and exercises. Admission by writing sample only. 
Suzanne M. Matson 

EN 627 Capstone: Ways of Knowing (Spring: 3) 
Cross listed with UN 513 

See course descripton in the University Courses section. 
Carol Hurd Green 

EN 629 Capstone: The Literary Imagination and Public Life 
(Fall: 3) 
Cross listed with UN 529 

In Democracy's Discontents Michael Sandel idenitifies two views 
of freedom which inform our political tradition. The first empha- 
sizes our rights as "unencumbered selves" who autonomously seek 
our own ways of being. The second emphasizes the kinds of moral 
connections and solidarity with others that allow responsible demo- 
cratic government to flourish. It is the first view, he maintains, 
which has been dominant during the present century. Is Sandel's 
distinction accurate? Is it pertinent to our own lives? As the millen- 
nium approaches, how do we fare, compared to Americans at the 
close of the last century, in regard to what is often called "civic 
virtue"? 
Paul Doherty 

EN 638 Seminar: Eighteenth-Century Comic Constructions 
(Fall: 3) 

Examining a variety of dramatic comedies and comic novels 
written between 1660 and 1790, this course will explore questions 
about how generic constraints, expectation, and innovations shape 
representations of social life and ways in which framing a comic 
world can display, challenge, contain, or occlude social/cultural 
complacencies and anxieties. Along with short readings in comic 
theory, we will proceed by close scrutiny of works by playwrights 
and novelists such as Etherege, Behn, Congreve, Gay, Steele, 
Fielding, Sterne, Goldsmith, Burney, and Sheridan. 
Robert Chibka 

EN 654 Junior Research Seminar: Contemporary Literary and 
Cultural Theory (Fall: 3) 

Students in this course will read major texts in psychoanalytic 
theory as well as gender/queer theory and post-colonial theory 
(both of which will have a psychoanalytic slant). Theorists often 
taught in this seminar are Kristeva, Lacan, Butler, Zizek, Bhabha, 
Fanon, Althusser, and Foucault. The seminar is meant to offer 
juniors who are thinking about writing an honors thesis (within the 
English department) exposure to a variety of theoretical positions 
that might be useful in shaping the thesis, or that at least will 
sharpen critical thinking. Ideally, the course also will help to estab- 
lish a sense of community among potential thesis-writing students. 
Frances Restuccia 

EN 655 Capstone: Narratives of the Self (Fall: 3) 
Cross listed with UN 525 

In this Capstone course, we will read and discuss autobio- 
graphical texts, considering ways in which various writers have used 
memory joined to the act of composition in order to discover shape 
and meaning in their lives. Though we will do some analytical writ- 
ing about the texts we read, the bulk of the written work for the 
course will be in the autobiographical mode. Students will reflect 
on and write about they have been formed and influenced by fac- 
tors such as their family relationships, their economic and cultural 



backgrounds, their religious and academic training, and the larger, 
shared contexts of social change, geography, and current or histori- 
cal events. 
Suzanne Matson 

Undergraduate and Graduate Course Offerings 
EN 527 General Linguistics (Fall: 3) 
Cross listed with SL 3 1 1 

See course description in the Slavic and Eastern Languages 
Department. 

M.J. Connolly 

Graduate Course Offerings 

EN 660 Teaching of English as a Foreign Language (Fall: 3) 
Cross listed with SL 360 

See description in the Slavic and East European Languages 
Department. 
The Department 

EN 701 Chaucer (Spring: 3) 

We will study the Canterbury Tales, a few other poems by 
Chaucer, ancillary documents treating medieval life and art, and 
selected Chaucerian scholarship. 
Richard Schrader 

EN 734 African-American Writers (Fall: 3) 

Close readings of classic and contemporary texts, mostly 
fiction, with attention to their employment of blues, folkloric, and 
American traditions. There will also be discussion of recent literary 
criticism in the field and an examination of ways to include 
African-American writers in course that one expects to teach. 
Henry Blackivell 

EN 742 Gender, Sexuality and Representation in the United 
States (Fall: 3) 

In the United States in the twentieth century, gay and lesbian 
identity and community have emerged through a wide variety of 
social practices. This course will cover a range of materials in vari- 
ous genres and media that address the emergence and consolidation 
of these social identities. We will explore representations of 
(homo)sexuality in literary texts, historical and ethnographic texts, 
and film. Because the course takes a Cultural Studies approach, the 
materials will be viewed in terms of the historical, political, and 
economic context in which they were produced; in discussions, we 
will investigate the intersections between constructions of sexuality 
and constructions of race, class, ethnicity, gender, and nationality. 
Alexandra Chasin 
EN 743 Elizabethan and Jacobean Drama (Fall: 3) 

This course will cover a number of plays written in England 
during the sixteenth and seventeenth centuries, including works by 
Kyd, Marlowe, Shakespeare, Jonson, Middleton, Webster, Carey, 
and others. One goal of the course will be to provide a context for 
better understanding Shakespeare's plays and in this regard we will 
consider aspects of genre and staging as well as the political and 
social implications of theater in the period. In addition, we will 
read critical works representing a range of approaches to these plays. 
Mary Crane 



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EN 748 Early American Fiction and Nonfiction (Fall: 3) 

This course reads early American fiction by such writers as 
Rowson, Murray, Foster, Brown, Child, Sedgwick, Poe, Hawthorne, 
Melville and Stowe in relation to contemporary nonfiction. Such 
conjunctions lead to an awareness not only of the expanding canon 
of ante-bellum fiction but also of the cultural contexts within which 
a range of related genres (gothic, sentimental, historical and reform) 
evolved. 
Paul Lewis 
EN 752 Literary and Cultural Theory (Fall: 3) 

Students of this course will read major texts in psychoanalytic 
theory as well as gender/queer theory and post-colonial theory 
(both of which will have a psychoanalytic slant). At least one 
Marxist theoretical piece will be included; and Foucault will play a 
role probably toward the end of the semester. Theorists often taught 
in this course are Kristeva, Lacan, Butler, Zizek, Bhabha, Fanon, 
Althusser, and Foucault. Copjec, Shepherdson, Spivak, Hall, and 
Gilroy are possibilities this fall. Students who have not been 
exposed to contemporary theory may wish to contact me in 
advance to discuss readings that might serve as preparation. 
Frances Restuccia 

EN 763 Modern British Fiction (Spring: 3) 

The course will be a study of the continuities and disruptions 
among modernist experimenters of three generations. The principal 
texts will be James, The Ambassadors, Conrad, Nostromo, Lawrence, 
The Rainbow, Joyce, Ulysses, Woolf, To the Lighthouse, and Beckett, 
Molby. 

Andrew Von Hendy 

EN 789 Eighteenth Century Comedies: Dramatic and Narrative 
(Fall: 3) 

Taking as its texts a variety of dramatic comedies and comic 
novels written from the Restoration through the eighteenth century, 
this course will explore questions about how generic constraints, 
expectations and innovations shaped representations of social life 
and ways in which framing a comic "world" could display, chal- 
lenge, and/or occlude social or cultural complacencies and anxieties. 
Along with short readings in theory of comedy, we will discuss plays 
and novels by many (not all) of the following: Wycherley, Etherege, 
Behn, Congreve, Centlivre, Gay, Stelle, Fielding, Sterne, Lennox, 
Goldsmith, Burney, Sheridan. 
Robert Chibka 

EN 817 The New Historicism (Fall: 3) 

New Historicism is the latest and one of the more complicated 
wrinkles in critical theory and practice. This course explores its ori- 
gins in the work of Michel Foucault, its development into its 
current form of the Renaissance studies of Stephen Greenblatt, and 
its application to American literary history by Sacvan Bercovitch, 
Jonathan Arac, and others. We will also consider the attacks on 
New Historicist methodology by formalists, feminists, and so on. 
The purpose of the course is not only to familarize students with a 
specific body of theory, but to analyze the way this profession car- 
ries on its discourse, its conversation about its own practices. The 
readings are demanding and frustrating, so be prepared. 
James Wallace 



EN 825 Composition Theory and the Teaching of Writing 
(Fall/Spring: 3) 

This course is designed to prepare graduate students to teach 
introductory college-level writing courses; to introduce students to 
central issues, problems, and theories in composition studies; and 
to examine ways in which contemporary critical theory has 
influenced the teaching and study of composition. 
Lad Tobin 
Paul Doherty 

EN 828 Irish Novel In English, 1922-1939 (Fall: 3) 

This course is a survey of the Irish novel in English from the 
foundation of an independent Irish state in 1922 to the beginning 
of the Emergency (World War II) in 1939. Writers to be studied 
will include the following: O'Connor, OTaolain, O Flaherty, 
O'Donnell, MacNamara, Stephens, K. O'Brien and Eimar 
O'Duffy. Some time will be spent filling in the contemporary cul- 
tural climate and discussing such issues as the definition of national 
identity, state censorship, and questions of linguistic choice for 
bilingual authors. 
Philip OLeary 

EN 835 Literature, Religion and Theory (Fall: 3) 

A course designed to search for critical discourses which will 
explore the religious and spiritual dimension of works of literature, 
in the context of contemporary critical issues. The course will 
mainly explore (1) new interpretations which focus on aspects of 
literary works neglected in current criticism, (2) a variety of lan- 
guages for describing these aspects. Also to be considered are (3) 
some theoretical consideration of the relationship between religious 
discussion and contemporary critical theory, and (4) critical 
overviews summarizing the state of scholarship in particular areas, 
including the traditions of religious discussion of various writers 
and artists. For updated information, see Dennis Taylor's web page, 
http://www2.bc.edu/'-taylor/, which also contains a wide ranging 
reading list (under "Literature of the Spiritual Quest"). 
Dennis Taylor 

EN 837 Long Eighteenth Century (Spring: 3) 

Studies in British history and literature from its Restoration 
roots to its late eighteenth, early nineteenth-century Romantic stir- 
rings. The course will focus on selected topics: the poetry of Pope; 
the satire of Swift; the literary, political, and moral theory of 
Johnson, Burke, and Reynolds; the emergence of women writers; 
the literature of Sensibility; the prophecy of Blake. 
John Mahoney 

EN 849 Romantic Texts and Contexts (Fall: 3) 

In this course we will read and re-read a number of Romantic- 
era poems, drawn from both familiar and newly rediscovered 
authors, as we examine how these works have been contextualized 
in recent literary criticism and theory. The poets we will consider 
include Blake, Wordsworth, Coleridge, Byron, Shelley and Keats, as 
well as several women poets of the era including Barbauld, Hemans, 
and Landon. We will elict a variety of contexts against which to 
read selected lyric, narrative, and dramatic poems, drawing on his- 
toricist feminist, Marxist, poststructuralist, "new" formalist, and 
other approaches in an atmosphere of democratic eclecticism tem- 
pered by critical skepticism and scholarly rigor. 
Alan Richardson 
EN 857 American Nature Writing (Spring: 3) 

A historical, critical, and ecocritical study of nature writing in 
America regarded as a distinct literary genre with its roots in natural 
history writing, romantic nature poetry, and transcendentalism. We 
will trace the history of the genre from the lyrical/scientific accounts 



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of wilderness in Bartram and Audubon to the religio-phiiosophical 

mode of Emerson and the place-sense and ecocentrisim of Thoreau, 

to the bioregionalism and deep ecology of more recent writers 

(Annie Dillard, Wendell Berry, Gary Snyder) in our own era of 

environmental apocalypse. 

Robert Kern 

EN 859 Psychoanalysis and Narrative (Spring: 3) 

In this course we will examine the role of narration in psycho- 
analytic theory, both as an element in its content and as a a stylistic 
device in its practice. We will consider such problems as the part 
played in narrative structure in the activity of theorizing about sex- 
uality; the relation between scientific discourse and narration; the 
genre of the psychoanalytic case history; and the relation of the 
uncanny to narrative fiction. Readings will probably include psy- 
choanalytic texts by Freud, Lacan, Kristeva, and others and literary 
texts by Hoffman, Poe, Duras, and others. 
Robin Lydenberg 
EN 887 Introduction to Advanced Research (Fall/Spring: 3) 

The course introduces students to the tools of the profession. 
They first learn how to find information on all areas of literary 
study, drawing upon traditional library resources and the newer 
electronic media. Next is a long sequence dealing with the creation 
and reception of literary works: how the text is made and 
influenced by printing practices, market forces, copyright laws, cen- 
sorship, and the theories of editing. Textual problems (and the 
theoretical problem of what is a text) will be considered in relation 
to representative books and manuscripts from various periods of 
English and American literature. 
Richard Schrader 
James Wallace 
EN 888 Interim Study (Fall/Spring: 0) 

Required for master's candidates who have completed all 
course requirements but have not taken comprehensive examina- 
tions. Also for master's students (only) who have taken up to six 
credits of Thesis Seminar but have not yet finished writing their 
thesis. 
The Department 

EN 892 Seminar: Nineteenth Century Poetry, Gender and the 
Literary Tradition (Spring: 3) 

James Najarian 

EN 893 Contemporary Irish Drama (Spring: 3) 

The last twenty-five years have witnessed a proliferation of 
Irish dramas equal in number and in quality to that produced at the 
beginning of the twentieth century. This course will consider the 
works of the following (and other) playwrights: Brian Friel, Tom 
Murphy, Frank MacGuiness, Billy Roche, Dermot Bolger, Marina 
Carr, Anne Devlin. 
Adele Dalsimer 

EN 894 American Modernisms (Spring: 3) 

This course will trace the way in which modern writers 
respond to the problem of forging a link between language and 
experience in a time of cultural crisis. Section I will focus on writers 
(Hemingway, West and Williams) who attempt to restore meaning 
by grounding language in experiential reality. Section II will explore 
literature by Eliot, Stevens and Faulkner that relies on formal exper- 
imentation to remake the world in the process of representing it. 
Section III will focus on linguistic and cultural tensions that emerge 
in the work of African-American modernists (Wright, Hughes, 
Larsen and Hurston). 
Laura Tanner 



EN 899 Readings and Research (Fall/Spring: 3) 

The Department 

EN 934 Advanced Research Colloquium (Spring: 3) 
For doctoral candidates only 

This colloquium is concerned both with refining research 
methods and with maximizing opportunities for producing original 
scholarship and exploring various means for disseminating one's 
work. One concrete objective of the course will be planning or 
refining (in consultation with advisors in the student's field) a dis- 
sertation prospectus. In addition, we will discuss producing and 
placing journal articles and proposing and submitting scholarly 
talks and panels, and will practice writing abstracts, cover letters, 
and responses to reader's reports. The course will also cover grant- 
writing and funding opportunities and other aspects of professional 
academic life. 
Alan Richardson 
EN 937 Ph. D. Seminar: Stuart Literature and Culture (Fall: 3) 

A doctoral seminar on the cultural history of early seven- 
teenth-century England. Our principle focus will be on Jacobean 
representations of the body through competing and corresponding 
discourses — medical,scientific, political, and asethetic. Works will 
include texts by James I, Shakespeare, John Donne, Anne Clifford, 
John Webster, George Herbert, Gabriel Harvey, John Milton, and 
others. Selected criticism will be read alongside primary materials. 
Amy Boesky 
EN 938 Ph. D. Seminar: Postcolonial Method (Spring: 3) 

This course will delineate the methodology of Postcolonial 
theory as a specific critique of the discourses of modernity. This 
critical method will studied in relation to Postmodernism, from 
which it will be distinguished, and other contemporary theories 
such as Psychoanalysis and Post-Marxism. Some broad questions 
that we shall ask are: How does the postcolonial critique of moder- 
nity complicate notions of subjectivity in relation to issues of 
gender, sexuality and race. What or who is "the postcolonial sub- 
ject"? How do we intervene in the west's hegemonic notion of 
modernity, its calculation of time, its conception of (economic or 
civic) development, of progress, its forms of knowledge gathering? 
Kalpana Seshadri-Crooks 

EN 998 Doctoral Comprehensive (Fall/Spring: 0) 

For students who have not yet passed the Doctoral 
Comprehensive, but prefer not to assume the status of a non- 
matriculating student for the one or two semesters used for 
preparation for the comprehensive. 
The Department 

EN 999 Doctoral Continuation (Fall/Spring: 0) 
All students who have been admitted to candidacy for the Ph.D. 
degree are required to register and pay the fee for doctoral continua- 
tion during each semester of their candidacy. Doctoral 
Continuation requires a commitment of at least 20 hours per week 
working on the dissertation. 
The Department 

Fine Arts 

Faculty 

Pamela Berger, Professor; K.^., A.M., Cornell University; Ph.D., 

New York University 

Richard Blake, S.J., Professor; h.'^., Ph.L., M.A., Fordham 

University; M.Div., Woodstock College; Ph.D., Northwestern 

University 



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John Michalczyk, Professor; Chairperson of the Department; A.B., 

A.M., Boston College; M.Div., Weston College School of 

Theology; Ph.D., Harvard University 

John Steczynski, Professor; B.F.A., Notre Dame University; M.F.A., 

Yale University 

Josephine von Henneberg, Professor; Doctor in Letters, University 

of Rome 

Elizabeth G. Await, Associate Professor; B.A., Boston College; 

M.F.A., University of Pennsylvania 

Kenneth M. Craig, Associate Professor; B.A., M.A., Ohio State 

University; Ph.D., Bryn Mawr College 

JeflFery W. Howe, Associate Professor; A.B., Carleton College; Ph.D., 

Northwestern University 

Michael W. Mulhern, Associate Professor; B.F.A., University of 

Dayton; M.F.A., Columbia University 

Nancy Netzer, Associate Professor; B.A., Connecticut College; M.A., 

Tufts University; M.A., Ph.D., Harvard University 

Claude Cernuschi, Assistant Professor; B.A., University of Vermont; 

M.A., Ph.D., Institute of Fine Arts, Nevi? York 

Andrew Tavarelli, Visiting Artist and Adjunct Associate Professor; 

B.A., Queens College 

Mark Cooper, Adjunct Assistant Professor; B.S., Indiana University; 

M.F.A., Tufts University 

Charles Meyer, Adjunct Assistant Professor; B.A., Goddard College 

Departmental Notes 

• Administrative Secretary: Mary Carey, 617-552-4295 

• World Wide Web: 
http://www.bc.edu/bc_org/avp/cas/fnart/art.html 

Undergraduate Program Description 

The Department offers two majors, one in Art History and 
another in Studio Art. A wide range of courses in filmmaking, film 
history, and film criticism is also provided by the Department. 
Advanced students may participate in the Boston Museum of Fine 
Arts Seminar Program, which offers art history courses taught by 
the museum staff. Internships are available in local museums and 
galleries. For details, inquire at the Fine Arts Department office. 
Major Requirements: Art History 

The major in Art History offers the student an opportunity to 
develop a knowledge and understanding of the visual environment 
created by humans over the course of time. The Departmental 
courses provide a broad foundation in the humanities and the 
preparation for further work that can lead to professional careers in 
art. These include careers in teaching and research, curatorships, 
conservation, educational positions in museums and art centers, 
occupations as art critics or employment in the art business world 
such as commercial galleries and auction houses. Students majoring 
in Art History plan integrated programs in consultation with their 
Department advisors. Students are encouraged to take as many 
courses as possible in history, literature, and foreign languages, espe- 
cially German, French, or Italian, and other fields related to their 
specialization. For the Art History major a minimum of 1 1 courses 
must be completed in the following way: 

• FA 101 Art from Prehistoric Times to the High Middle Ages 

• FA 1 02 Art from the Renaissance to Modern Times (6 credits) 

• FA 1 03- 1 04 Art History Workshop (2 courses) ordinarily to 
be completed by the end of the sophomore year. 

• Seven additional courses of which four must have FA numbers 
at or above the 300 level and three must have FA numbers at 
or above the 200 level. At least one course must be chosen 
from each of the following periods: 

Ancient Art 



Medieval Art 

Renaissance through Eighteenth Century Art 

Nineteenth and Twentieth Century Art 

• FA 40 1 Seminar in Art Historical Research (3 credits) is 
required and must be taken during the junior or senior year. 
This course may be counted as one of the seven courses listed 
in section 2 above. 

Double Majors in the Department must fulfill all require- 
ments for both majors. 
Major Requirements: Studio Art 

The Studio Art major provides students with a genuine oppor- 
tunity to participate in the shaping of their education. At the basis 
of this program of study is a dependence on the students' own per- 
ceptions, decisions, and reactions. Courses are available in many 
media and all involve direct experience in creative activity. Studio 
courses aim at developing the techniques and visual sensibility nec- 
essary for working with various materials. An understanding and 
exploration of the meanings and ideas generated by the things we 
make, and an awareness of the satisfaction inherent in the process 
of the making are integral parts of the program. 

The Studio Art major is designed both for the student artist 
and the student interested in art. It teaches how to make art and an 
appreciation of how art is made. The department courses are con- 
ceived as an integral part of the liberal arts curriculum, and the 
studio major provides a solid basis for continuing work in graduate 
school and in art-related fields such as teaching, conservation, art 
therapy, publishing or exhibition design. Students intending to 
major in Studio Art are encouraged to begin the major in their 
freshman year. They are required to take a minimum of 12 courses 
for a total of 36 credits, to be distributed as indicated below. The 
program is to be worked out in consultation with the department 
advisor. 

• FS 101, 102, 103 Foundations of Studio Art: Drawing, 
Painting, Sculpture (9 credits) 

FA 1 1 Art from Prehistoric Times to the High Middle Ages 
FA 1 02 Art from the Renaissance to Modern Times (6 credits) 
FS 300 Major's Studio: Juniors and Seniors 
FS 498 Senior Project 

A minimum of five additional FS courses, at least one of 
which must be over 300 

Students must have taken at least 4 semesters of work relating 
to their senior project prior to their senior year. Portfolio reviews 
are required in the second semester of the sophomore and junior 
years. 

In addition to the required courses, the following are recom- 
mended: 

FA 257-258 Modern Art 

FA 355 From Gauguin to Dali 

FA 361 Issues in Contemporary Art. 

Summer travel and summer courses are also recommended for 
enrichment. Consult department advisor. 

Information for First Years Majors 

First Year Art History majors are required to take FA 101 Art 
from Prehistoric Times to the High Middle Ages with FA 1 03 Art 
History Workshop. First Year Studio Art Majors are advised to 
select FS 101 or FS 102 Foundations of Studio Art and FA 101 Art 
from Prehistoric Times to the High Middle Ages. 

Studio Courses for Non-Majors 

Students majoring in other disciplines, and those who are 
undecided about their majors, are always welcome in Studio 
courses. The diversity of background and uniqueness of vision they 



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bring to courses enlivens and renews the ever expanding language of 
the visual arts. Studio courses offer students at Boston College a 
unique opportunity to learn the skills and disciplines that will 
enable them to make works of art which most exactly and clearly 
express their thoughts and feelings about the world. The sequences 
of Studio courses, which do not constitute official minors, are 
intended to help non-majors concentrate their vision and give the 
breadth and depth of experience necessary for future achievement. 

Students should speak to the instructor to determine where 
they should begin in this sequence. Studio majors should work out 
the sequence of their courses in consultation with their department 
advisor. 

Studio courses carry a lab fee. The lab fee is used by the 
University to help defray the costs of supplies, props, models, and 
other studio related expenses. Studios are open most nights and on 
Sundays for student use. 

Graduate Program Description 

Although the Fine Arts Department does not offer an 
advanced degree, undergraduate courses can be taken for graduate 
credit upon application to the department. These offerings may 
provide complements for the various interdisciplinary and special 
programs offered by the University. 

Advanced students may participate in the Boston Museum of 
Fine Arts Seminar Program, which offers art history courses taught 
by the museum staff. For details, inquire at the Fine Arts depart- 
ment office. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

Art History 

FA 101 Art from Prehistoric Times to the High Middle Ages 

(Fall: 3) 

This is the fundamental course for understanding and enjoy- 
ing the visual arts: painting, sculpture and architecture. In the first 
semester, the major monuments in the history of art will be dis- 
cussed in their historical and cultural context beginning with 
Paleolithic cave art through the art of the medieval period. 

This course will examine some of the ancient material from an 
archaeological perspective, but its main emphasis will be on style 
and meaning in art. Assignments will include museum visits and 
study of significant works of art in greater Boston. (Art from the 
Renaissance to Modern Times is taught in FA 102 in the spring.) 
Core credit. 
Pamela Berger 
Kenneth Craig 

FA 102 Art from the Renaissance to Modern Times (Spring: 3) 
May be taken for Core credit 

This is the fundamental course for understanding and enjoy- 
ing the visual arts: painting, sculpture and architecture. In this 
course the major monuments in the history of art will be discussed 
in their historical and cultural context beginning with the 
Renaissance in Europe down to the art of our own time. The 
emphasis will be on style and meaning in art. The class meets for 
two slide lectures and one small discussion group per week. 
Assignments will include museum visits and study of significant 
works of art in greater Boston. (Paleolithic through medieval art is 
taught in FA 101 in the fall.) 
Kenneth Craig 
Jeffery Howe 



FA 103-104 Art History Workshop (Fall/Spring: 3) 
Required for art history majors 

The primary objective of this two-semester course is to expose 
the student to a series of problems in order that he or she may 
understand more fully the formal and technical aspects of works of 
art studied in the general survey of art history (FA 101-102). 
Critiques and discussions also try to develop greater aesthetic sensi- 
tivity. 
Aileen Callahan 

FA 107 History of Architecture (Fall: 3) 
May be taken for Core credit 

The evolution of architectural styles in the Western world. 
Consideration will be given to the historical, religious, social, politi- 
cal and structural problems that influenced development of those 
styles. 
Josephine von Henneberg 

FA 108 Great Art Capitals of Europe (Spring: 3) 
May be taken for Core credit 

This course is for artists, art lovers, urbanists and travelers. It 
deals with the cities that led the Western world in artistic accom- 
plishments, among them Athens, Rome, Paris, and London. In 
these cities, art styles were born and often reached their finest 
expression. Emphasis will be placed on the art that is collected in 
the museums and monuments of each city. The growth of each city 
will be traced and the historic styles that shaped it defined. 

Not open to students who have taken FA 101 or FA 102. 
Pamela Berger 
Josephine von Henneberg 

FA 109 Aspects of Art (Fall/Spring: 3) 
May be taken for Core credit 

This course will attempt to view Western art in terms of a 
number of universal considerations. Specific objects will be investi- 
gated with regard to such issues as structure, form, color, light, 
composition and the like. We propose, then, to avoid the usual 
approach to art as a historical sequence of works and styles and 
replace this with a method based on concepts. This should result in 
another means of comparison and evaluation that will prove as 
valuable as the more traditional modes. 

Not open to students who have taken FA 101, FA 102, or FA 
108. 
Charles Colbert 

FA 1 8 1 History of European Film (Fall: 3) 

Film Studies Course 

May be taken for Core credit 

Using a survey approach, the course examines the principal 
movements of Expressionism in Germany, Neo-realism in Italy, and 
the New Wave in France with an occasional maverick film that 
becomes monumental in the history of cinema. 
John Michalczyk 

FA 201 Introduction to the Art and Archaeology of the Ancient 
Mediterranean World (Fall: 3) 

This course will discuss architecture, sculpture and painting of 
the great ancient Mediterranean civilizations from Egypt through 
Rome. Some of the material will be covered from an archaeological 
perspective and we will read some ancient texts in translation. 
Special emphasis will be given to the High Classical period of 
ancient Greece. Open as an elective, as a major course in Art 
History; and may be counted as a course in Classical Studies. 
Kenneth Craig 



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FA 215 Irish Art: Stone Age to the Present (Spring: 3) 

What makes Irish art Irish? We will consider Irish painting, 
sculpture, architecture, and the decorative arts from the time of its 
ancient stone monuments to the politically and culturally-conscious 
twentieth centur)'. Irish art retains through time a powerfully dis- 
tinct character that begs our inquiry. 
Pamela Berger 
Katherine Nahum 

FA 220 Holocaust and the Arts (Spring: 3) 

This interdisciplinary course will confront Holocaust-related 
issues as expresssed in art, music, literature and film. Just as the tele- 
vision movie Holocaust awakened the seventies generation from the 
silence of post- World War II, Schindler's List did the same for the 
nineties. Our attempt will now be to understand more fully the 
profound depth of the Holocaust. The content of the course will 
derive from actual artistic experiences of the camps as well as con- 
temporary works about this period. The materials will be 
supplemented the perspectives of eye-witnesses and scholars of this 
tragedy. 
John Michalczyk 

FA 221 Early Medieval Art (Fall: 3) 

This course treats the Early Medieval period in Western 
Europe. The catacombs, the sarcophagi, the illuminated manu- 
scripts, the mosaics and the wall paintings will be studied with the 
intention of giving the students a method of approaching individ- 
ual works of art, a method that should provide them with a 
language for analyzing and interpreting the art work of various ages. 
Pamela Berger 
FA 222 Art of the Later Medieval World (Spring: 3) 

This course treats the arts of the Late Byzantine, Romanesque 
and Gothic periods: architecture, sculpture, mosaics, wall paintings, 
illuminated manuscripts and stained glass windows will be treated. 
Pamela Berger 

FA 23 1 Arts of the Italian Renaissance: Quattrocento (Fall: 3) 
May be taken for Core credit 

This course will survey developments in art from the four- 
teenth to the fifteenth century. Painting, sculpture and architecture 
will be considered, and their developments followed in Florence 
and other artistic centers in Central and Northern Italy. Artists to 
be studied will include, among others, Giotto, Masaccio, 
Donatello, Ghiberti, Brunelleschi, Alberti, Botticelli, and Leonardo. 
Josephine von Henneberg 

FA 232 Northern Renaissance Art (Fall: 3) 

This course will examine painting in the Netherlands and in 
Germany in the fifteenth and sixteenth centuries. Emphasis will be 
on the style and the meaning of the great works of the masters of 
Northern Renaissance art such as Jan van Eyck, Hieronymus Bosch, 
Pieter Bruegel, and Albrecht Durer. We will discuss how the 
Renaissance in Northern Europe is different from the Italian 
Renaissance and what influences it absorbed from the Italians. We 
will consider the importance of printed pictures in this era when 
books and broadsheets assumed such a crucial role. We will also 
study the influences of the Reformation on the visual arts in the 
North. 
Kenneth Craig 



FA 251 Modern Architecture (Spring: 3) 
May be taken for Core credit 

This course is about the evolution of modern architectural 
form from the late eighteenth century revival styles to individual 
architects of the twentieth century such as F.L. Wright, Gropius, 
Mies van der Rohe, Le Corbusier. 
Katherine Nahum 
FA 256 Impressionism and Neo-Impressionism (Spring: 3) 

This course focuses on the development of Impressionism and 
Neo-Impressionism in France, from Monet to Van Gogh. After a 
study of the intellectual and artistic roots of these trends, the style 
and subject matter of individual artists, as well as their relation to 
the social and political history of the time, will be considered. In 
addition, attention is paid to how the interpretation of 
Impressionism and Neo-Impressionism has evolved since the later 
nineteenth century. 
The Department 

FA 257-258 Modern Art: Nineteenth Century and twentieth cen- 
turies (Fall/Spring: 3) 
May be taken for Core credit 

This course is an introduction to art in the Western world 
from the late eighteenth century to the present. The work of some 
of the major painters and sculptors will be seen in relation to the 
contemporary cultural and political ferment that helped shape it 
while being shaped by it in turn. The course extends over two 
semesters; either semester may be taken separately. The fall semester 
will cover Neoclassicism through Impressionism. Artists studied in 
the first segment include David, Goya, Turner, Monet and Rodin. 
Spring semester begins with Post-Impressionism and ends with con- 
temporary art. Artists covered include Van Gogh, Matisse, Picasso, 
Brancusi, Duchamp, and Pollock. 
Jejfery Howe 
The Department 
Claude Cernuschi 

FA 263 Arts in America (Fall: 3) 

Beginning with the last generation of the nineteenth century, 
encompassing such figures as Winslow Homer, Thomas Eakins, and 
Mary Cassatt, we will trace the evolution of the visual arts in this 
century up to the present. Somewhat greater emphasis will be given 
to the work done after World War II, when American artists began 
to make their most revolutionary statements. Subjects to be consid- 
ered will include the Ash Can School, Dada, Abstract 
Expressionism, Pop Art and Post Modernism. 
Charles Colbert 

FA 267 From Salt-Box to Skyscraper: Architecture in America 
Seventeenth-Twentiethth Centuries (Fall: 3) 
May be taken for Core credit 

This course will trace the development of American architec- 
ture from colonial times to the present. Particular attention will be 
paid to monuments in New England, with field trips to important 
buildings in the Boston area. In addition to studying stylistic 
changes, the class will consider the significance of changes in build- 
ing technology and social needs for the history of architecture. This 
course will make extensive use of a networked archive of scanned 
photographs. The Digital Archive of American Architecture is avail- 
able as a WWW site on the Boston College Infoeagle. 
Jejfery Howe 



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FA 277 Russian Cinema (Fall: 3) 
Cross listed with SL 274 

See coures description in the Slavic and Eastern Languages 
Department. 
Maxim D. Shrayer 

FA 279 The Arts of China and Japan (Spring: 3) 

The arts of China and Japan have a paradoxical and complex 
relationship. This course will survey the major similarities and dif- 
ferences of Chinese and Japanese art from ancient times to the 
present, as reflected in attitudes to two and three dimensional form 
and space, the use of materials and culturally important themes. 
(Please note that some classes will be scheduled to meet in the 
Museum of Fine Arts, Boston.) 
A. McDonald 

FA 280 History of American Film I: The Early Years (Fall: 3) 

A consideration of the social, artistic, technological, and eco- 
nomic foundation of the American film industry leads to the study 
of several of the most important American films, as well as key 
directors such as Chaplin and Griffith. Several non-American films 
will be used to illustrate mutual influences. 
Richard A. Blake, S.J. 

FA 281 History of American Film II: The Studio Years (Spring: 3) 

The films of several key directors of the 1940's and 1950's — 
Ford, Welles, Hawks, Huston — will be used to show the 
development of the sound film as a significant art form of the mid- 
century. The films will be considered in their social context and 
with reference to their non-American counterparts. 
Richard A. Blake, S.J. 

FA 282 Political Fiction Film (Fall: 3) 

In war and peace, political fiction film has often served as a 
dramatic means to deliver an ideological message. Its roots go back 
to Griffith's Civil War epic Birth of a Nation (1915), a film accused 
of promoting racism and glorifying the Ku Klux Klan. During 
World War II with such popular films as Casablanca, Hollywood 
directors offered patriotic messages to an American audience with 
its recent history of isolationism. More recently, Costa-Gavras' Z 
(1969) has provided a new impetus to the genre by combining 
thriller elements with a non-conventional political perspective. 
Features such as Silkwood, Norma Rae and All the President's Men 
reflect this engaging combination of elements. Through readings, 
screenings, and discussion of these and other works, we are able to 
analyze the dual components of drama and politics in a chronologi- 
cal manner. 
John Michalczyk 

FA 284 Eastern European Film (Spring: 3) 

In the films emanating from Eastern Europe prior to and fol- 
lowing World War II, several thematic patterns can be detected — a 
preoccupation with war and Resistance, the absurdity of daily life, 
political manipulation, progressive dehumanization, and collective 
heroism. Polanski, Wajda and Lenica from Poland, Kadar, Forman 
and Menzel from Czechoslovakia, Szabo and Jancso from Hungary, 
and Eisentein and Pudovkin from the Soviet Union — all represent 
various thrusts to the European cinema industry. The films of these 
directors, often couched in surrealistic, historical, and animated 
allegories, are studied carefully for technique and content and situ- 
ated in their historical context through parallel readings. 
John Michalczyk 

FA 285 Nineteenth and Twentieth Century Photographic History 
(Spring: 3) 

This course looks at the evolution of vision and practice 
through a selected survey of the history, technology, and aesthetics 



of photography from the earliest experiments in the medium to the 
present day. We will focus primarily on photographic practice in 
Europe and the United States. In this course, we will investigate the 
social, cultural, and political implications of the revolution of pho- 
tography, paying critical attention to its manipulations within the 
contexts of entertainment, advertising, the state, science, journal- 
ism, modern and postmodern art. We will also carefully explore our 
relationship with the proliferation of mass media imagery today. 
The Department 
FA 302 Siurrealism and the Arts (Spring: 3) 

An exploration of Surrealism in the historical and cultural 
context of the 1920s and 1930s. The visual forms of Surrealism, 
including art, film, and photography, will be the primary focus of 
our inquiry, but we will also investigate Surrealist literature and the 
political context of the aftermath of World War I. Artists to be con- 
sidered include Salvador Dali, Rene Magritte, Max Ernst, Andre 
Breton, and Man Ray. The impact of psychology and the Dada ori- 
gins of Surrealism will also be studied. 
Jeffery Howe 
John Michalczyk 

FA 325 Treasures of Medieval Ireland: The Books of Kells, 
Durrow and Armagh (Spring: 3) 

This seminar will explore the mysteries that lie within the 
pages of these famous books written by monks in Early Christian 
Ireland. The course will make use of the facsimile of the Books of 
Kells in the Burns Library and employ an extensive collection of 
slides of these artifacts. The seminar will also consider other trea- 
sures housed at the world famous Trinity Library in Dublin. The 
course will be taught by the Keeper of the Manuscripts, Trinity 
College, Dublin and current Burns Scholar, Bernard Meehan. 
Bernard Meehan 

FA 356 Art Since 1945 (Fall: 3) 

An analysis of artistic movements from 1945 to the present: 
Abstract Expressionism, Color Field, Neo-Dada, Pop Art, 
Minimalism, Post-Minimalism, Performance Art, Conceptual Art, 
Photo-Realism, Earthworks, Neo-Expressionism, and the more 
recent manifestations of appropriation associated with the 
Postmodern. 
Claude Cernuschi 

FA 369 Art of the Expressionist Movement (Fall: 3) 

An analysis of the diverse manifestations of Expressionism 
from the late nineteenth century to the present. Particular attention 
will be payed to early twentieth century art movements in Dresden, 
Berlin, Munich and Vienna (e.g.. The Bridge, The Blue Rider, 
Viennese Expressionism) as well as to the contemporary phenome- 
non of Neo-Expressionism. Among the artists covered are the 
following: Van Gogh, Ensor, Munch, Kirchner, Nolde, Kandinsky, 
Kokoschka, Schiele, Beckmann, Dix, Grosz, Kiefer, Baselitz, and 
Rainer. 

Claude Cernuschi 
FA 389 Film: American Director Series (Spring: 3) 

Study important American film directors. Analyze their films, 
writings and critical literature. Directors chosen from selected his- 
torical periods and filmmaking categories. Discuss filmmakers' 
methods, styles and techniques. Consider their importance in the 
history and development of American motion pictures. Examine 
their contributions to the art and craft of filmmaking, and their 
roles as political and social commentators. Representative films will 
be viewed and analyzed. The films will be evaluated in terms of 
their aesthetic and economic success, as well as their human and 
social impact. Limited to 30 students. 
John R Izzo, S.J. 



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FA 392 The Museum of Art: History, Philosophy and Practice 

(Spring: 3) 

A study of the emergence of museums of art tracing their 
development from private and ecclesiastical collections of the mid- 
dle ages to their present form as public institutions. Topics include 
the following: the function of the museum in its social context, the 
constituency of museums and their educational mission, the role of 
the university versus the public museum, philosophy of installation 
and care of collections, current problems of administration and 
financing, museum architecture as a reflection of changes in func- 
tion, the art market, and questions of authenticity of works of art. 
Field trips to museums and collections. 
Nancy Netzer 

FA 405 Vienna 1900 (Spring: 3) 

An analysis of the interdisciplinary crossfire that is Vienna 
1900 concentrating on the interaction of aesthetics, culture, music, 
politics, philosophy, and psychology. Special emphasis on how the 
issues raised by the painting (Klimt, Kokoschka, Schiele) and archi- 
tecture (Loos, Hoffmann, Wagner, Olbrich) of the period intersect 
with other domains: e.g., the philosophy of Wittgenstein, the music 
of Schoenberg and Strauss, the psychoanalysis of Freud, the writ- 
ings of Karl Kraus and Hugo von Hofmannsthal. 
Claude Cernuschi 

FA 459 The World of Edouard Manet (Fall: 3) 

Manet stands as the pivot between the past, contemporary 
Paris and the future, he determines the course of Modern Art. We 
will consider how and why he achieved importance, his paradoxical 
position as avant-garde artist and haute-bourgeois dandy, his regard 
for past masters and his relation to contemporary writers, the 
Impressionists and other artists. 
Katherine Nahum 
FA 461 Frank Lloyd Wright (Spring: 3) 

A seminar investigating the architecture of Frank Lloyd 
Wright. Arguably America's greatest architect, his career spanned 
eight decades, from the 1880s to the 1950s. We will explore his 
roots in the Shingle style and his experience as a young architect in 
Chicago, where he forged the Prairie Style. His evolving conception 
of architecture and urbanism in his later career will also be studied. 
Jejfery Howe 

FA 482 FUm Criticism (Spring: 3) 

In essence, we become film critics when we explore our opin- 
ions about a film in light of the plot, characterization, dramatic 
tension, etc. As an art form, film criticism emerged on a large scale 
following release of the controversial film Birth of a Nation (1915). 
Today film critiques are found in our daily newspapers and weekly 
journals. This course will continue the process through the screen- 
ing and discussion of primarily American film organized in genres 
(war, horror, western, noir, science, fiction, etc.) Students will read 
extensive critiques and theory while developing sharp critical skills. 
Finally, they will write several critiques, learning different method- 
ologies and writing styles. 
John Michalczyk 

FA 499 Scholar of the College (Fall/Spring: 3) 

Arts and Sciences students who want the challenge of working 
intensively on a scholarly or creative project of their own design 
during their senior year should consider applying for this program. 
The Application deadline is usually in the late fall of a student's 
junior year. See the Arts and Sciences section of this Catalog or 
contact the Dean's office for a full description of the requirements. 
The Department 



Undergraduate and Graduate Course Offerings 
FA 332 The Age of Leonardo, Michelangelo and Raphael 
(Spring: 3) 

The High Renaissance was of relatively brief duration, yet it 
attained a level of creative accomplishment that served as a model 
for generations to come. The works of the leading masters of this 
era will be examined as well as their influence on subsequent artists. 
Josephine von Henneberg 

FA 342 Age of Rembrandt (Spring: 3) 

In the seventeenth century the prosperous Dutch middle class 
became passionate art collectors. Wealthy merchants and trades- 
men, and even butchers and bakers, bought art of the highest 
quality and displayed it proudly in their homes and shops. The 
artists living in the Netherlands responded by producing wonderful 
genre pictures, landscapes, still lifes and portraits as well as religious 
and mythological pictures for this, the first free market in the his- 
tory of art. Among the artists we will study are Rembrandt, Jan 
Vermeer, Frans Hals. 
Kenneth Craig 

FA 347 Age of Baroque (Fall: 3) 

The seventeenth century is one of the great epochs in the his- 
tory of art. The style of this period, the Baroque, found its highest 
expression in the Italian masters such as Caravaggio, the Carracci, 
Bernini, and Borromini. Their powerful works influenced all of 
Europe and profoundly changed the face of the city of Rome. This 
course will discuss the painting, sculpture, and architecture that was 
produced in Italy in the seventeenth century as well as the historical 
environment that nurtured it with particular emphasis on Rome. 
Josephine von Henneberg 
FA 362 American Landscape Painting (Spring: 3) 

This course will concentrate on the aesthetic and social factors 
that endowed landscape painting with a particular importance for a 
civilization that sought to define itself in terms of its environment 
rather than its traditions. Some of the painters we wiU consider 
include Thomas Cole, Frederick Church, Winslow Homer, the 
American Impressionists, and Edward Hopper. The poetry and 
prose of Bryant, Emerson, Whitman, and Thoreau will also be 
reviewed. 
Charles Colbert 

FA 364 Arts in American History (Spring: 3) 
Cross listed with HS 238 

An interdisciplinary investigation of the representation of his- 
tory in art, and the role of art as a part of history. The team-taught 
course will focus on American art and history from the Civil War to 
the present.By combining faculty from the departments of history 
and fine arts, we hope to elucidate the problems of using art as a 
historical document. 
Charles Colbert 
Alan Laivson 

FA 384 History and Art History into Film (Fall/Spring: 3) 

This course will provide an introduction to the creation of 
authentic historical films. We will start with an exploration of the 
kinds of historical and art-historical sources that could be inspira- 
tional for scripting, and go on to look at the scripting process itself 
Then students will be introduced to script breakdown, location 
scouting, production design and the making of production boards. 
Each student will undertake a research project related to the props, 
costumes, or architectural settings that are needed for the creation 
of a specific historical film. 
Pamela Berger 



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FA 401 Seminar in Art Historical Research (Fall: 3) 

The seminar acquaints the student with tlic hibhographv and 
research methods necessary for scholar!)- wurk in art histoi)-. 1 lie 
student prepares a substantial research paper under the direction oi 
the professor and presents it to the class. 
Jeffen Howe 

FA 403-404 Independent Work (Fall/Spring: 3) 

This course may be given on an as needed basis to allow stu- 
dents to study a particular topic that is not included in the courses 
that are ortered. 
The Deptirnnent 

FA 453 Psychoanalytic Approach to Art (Fall: 3) 

How can art be approached psychoanalytically? The focus of 
this seminar will be on such late nineteenth century artists as 
Manet, Gauguin, Cezanne and Van Gogh, and those psychoana- 
htic ideas that have been and have yet to be applied to art. Our 
particular concern is the lack ot attention paid, as Meyer Schapiro 
and others have noted, to art's historical context, iconography and 
the evolution of style, in which the content and formal values of art 
have been ignored. We will explore how the formal means of the 
artist might be psychoanal)tically interpreted. 
Katherine Nahtim 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 
Studio Arts (including Film and Photography) 

FS 100 Visual Thinking (Fall/Spring: 3) 

Lab fee required 

May be taken for Core credit 

This is a studio art course that encourages entry level and 
advanced students to grapple with questions about the nature of art 
and the creative process. By exploring the relationship between see- 
ing, thinking, and making, students arrive at a fuller, more 
confident understanding of visual language and the nature of the 
visual world. Although students explore and problem solve with a 
variety of art materials and processes, the course requires minimal 
technical facility. By stressing the conceptual aspect of visual think- 
ing, the course will allay fears ("I can't draw") which block students 
from considering studio art as a serious option. 
Debra Weisherg 



FS 101 Drawing I: Foundations (Fall/Spring: 3) 

Lab fee required 

May be taken for Core credit 

The use ol line, plane, and volume is explored to develop the 
student's comprehension of pictorial space and understanding of 
the formal properties inherent in picture making. Class work, cri- 
tiques, and discussions will be used to expand the student's 
preconceived ideas about art. 
Elizabeth Await 
Mary Shennan 
Michael Mtilhern 
John Steczynski 
Andrew Tavarelli 
Khalid Kodi 

FS 102 Painting 1: Foundations (Fall/Spring: 3) 

Lab fee required 

May be taken for Core credit 

This is an introduction to the materials, methods and vocabu- 
lary of painting. The course uses observation and learning to see as 
the cornerstone for painting, but involves abstraction as well as rep- 
resentation. The emphasis is on making the painting come alive 
rather than on copying. Students are expected to paint in class as 
well as at home. Critiques, slide lectures, and museum visits are 
integral parts of the course. 
Mary Armstrong 
Alston Conley 
Khalid Kodi 
Mary Sherman 
FS 141 Ceramics I (Fall: 3) 
Lab fee required 

This course will deal with all phases of ceramics from slab con- 
struction to bowl making and a good deal of effort will go into 
considering a variety of sculptural possibilities at a foundation level. 
This course covers the broadest range of ceramic techniques and 
information. The emphasis in the second semester will be on com- 
bining the various techniques and concepts acquired previously into 
a working order, as well as an exposure to additional technical and 
conceptual information. Those students starting ceramics in second 
semester will be given individual assistance in beginning techniques. 
Mark Cooper 

FS 142 Ceramics II (Spring: 3) 
Lab fee required 

This course will deal with all phases of ceramics from slab con- 
struction to bowl making and a good deal of effort will go into 
considering a variety of sculptural possibilities at a foundation level. 
This course covers the broadest range of ceramic techniques and 
information. The emphasis in the second semester will be on com- 
bining the various techniques and concepts acquired previously into 
a working order, as well as an exposure to additional technical and 
conceptual information. Those students starting ceramics in second 
semester will be given individual assistance in beginning techniques. 
Mark Cooper 

FS 161 Photography I (Fall/Spring: 3) 
Lab fee required 

This course is an introduction to black and white photogra- 
phy. Topics to be covered include exposure, film development, 
printmaking and mounting for exhibition. Class time will be 
devoted to slide lectures on the work of historical and contempo- 
rary photographers, critiques of student work, and darkroom 



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demonstrations. Emphasis will be placed on helping each student 
realize a personal way of seeing. Students will have weekly shooting 
and printing assignments. Please bring camera to first class. 
Karl Baden 
Charles Meyer 
Sharon Sabin 

FS 167 Documentary Photography (Fall/Spring: 3) 
Lab fee required 

Prerequisites: Communications major or permission of the instruc- 
tor 

This course is a basic introduction to black and white photog- 
raphy with particular emphasis on the many traditions and uses of 
the documentary strategies as vehicles to communicate complex 
social and political issues. In addition to presenting the basics (prin- 
cipals of exposure, film development, printmaking, and 
presentation), class time will be devoted to presenting the work of 
historical and contemporary society. Students should be prepared to 
develop their own ideas and to work in series. 
Charles Meyer 

FS 171 Filmmaking! (Fall/Spring: 3) 
Lab fee required 

How observations and visions are turned into images. How 
images are connected to form ideas. Projects in silent filmmaking, 
shooting, lighting, and editing are included. The course is also 
about film as a form of expression and communication. A class for 
beginners. Equipment is provided. 
Cindy Kleine 

FS 203 Drawing II: Perspective and Tone (Fall: 3) 
Lab fee required 

Prerequisites: FS 101 or permission of the instructor 

A skills course that uses the classical academic drawing tradi- 
tion as a discipline to integrate intellectual analysis, visual accuracy 
and manual control through the free-hand rendering of primarily 
geometric objects. Students are expected to master proportion, fore- 
shortening and volumetric and spatial representation through 
applied perspective and modeling and shading in a variety of media. 
John Steczynski 

FS 204 Drawing III: Introduction to the Figure (Spring: 3) 
Lab fee required 

Prerequisites: FS 203 or permission of the instructor 

The course uses a sequence of observation and analytical prob- 
lems focusing on elements and aspects of the human body to lead 
to working from the live model. Expressive and experimental 
approaches are encouraged. 
John Steczynski 

FS 223-224 Painting II and III (Fall/Spring: 3) 

Prerequisites: FS 101-102 or permission of the instructor 

The course focuses on the acquisition of basic painting skills 
and on the attitudes, awareness, and satisfactions that accompany 
this experience. Students will explore still life, figure painting, land- 
scape and abstraction. Although class time is primarily spent 
painting, there are frequent discussions, critiques, and slide presen- 
tations of paintings. It is suggested that students have some 
familiarity with and interest in painting or drawing before electing 
the course. 
Mary Armstrong 

FS 225 Watercolor I (Fall: 3) 
Lab fee required 

Students are introduced to the painting materials and tech- 
niques of watercolor. Assignments in class are designed to expand 



the student's visual thinking. Class time includes painting from still 

life, the figure and landscape, critiques and slide presentations. 

Previous drawing experience is recommended. 

Andrew Tavarelli 

FS 226 Colored Works on Paper (Spring: 3) 

Lab fee required 

This course is an introduction to and exploration of various 
color media on paper. We will use watercolor, pastel, oil stick, ink, 
crayon and colored pencils. We will investigate each of these 
medium's particular characteristics and expressive potential. By 
working with still life, collage, landscape and the figure, students 
will have the opportunity to gain experience in seeing, drawing and 
all aspects of picture making. The link and continuity between 
abstraction and observation will be stressed. 
Andrew Tavarelli 

FS 243 Ceramics III (Fall: 3) 
Lab fee required 

Stress is placed on the use of ceramics as a means for self- 
expression through sculptural or functional concerns. The course is 
conducted through informal talks, slide lectures, and demonstra- 
tions. These include orientation and exploration of the possibilities 
of clay and glaze, technical background, history and attitudes 
towards ceramic objects. Students are required to spend an appro- 
priate time outside class on specific projects. 
Mark Cooper 

FS 261 Photography II (Fall/Spring: 3) 
Lab fee required 

Prerequisites: FS 161 or permission of the instructor 

This course is for students with a strong commitment to pho- 
tography as a creative discipline. The class will emphasize 
understanding and mastering the aesthetic and technical relation- 
ships among light, film, and camera, as well as the development of a 
personal photographic vision. The class will serve as a forum for cri- 
tiquing work, for presenting historical and contemporary 
movements in photography and the development of a visual liter- 
acy, and for demonstrating photographic processes and equipment. 
Students are expected to produce work in a series and to present a 
final portfolio. 
Charles Meyer 

FS 267 Experimental Photography (Spring: 3) 
Lab fee required 
Prerequisites: FS 161 or permission of the instructor 

This will be a one-semester course for those interested in pho- 
tography as a personally expressive medium. Encouragement will be 
given to the student artist through non-standard application of 
photographic principles. Topics available for discussion include 
Sabettier effect, high contrast, hand-applied color, toning, pho- 
togram, multiple printing, and reticulation. Significant work 
outside class will be expected. 
K/irl Baden 

FS 273 Filmmaking II (Spring: 3) 

Lab fee required 

Prerequisites: Filmmaking I or permission of the instructor 

This course is designed for students who want to make 
movies. Using state-of-art sound film cameras, students develop 
topics, shoot, and edit their own films. Emphasis is on demystifying 
the filmmaking process. Equipment is provided. 
Cindy Kleine 



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FS 274 Digital Nonlinear Editing (Spring: 3) 
Cross listed with CO 224 

Prerequisites: Department Permission 

See course description in the Communication Department. 
Paul Reynolds 

FS 300 Majors' Studio: Juniors and Seniors (Spring: 3) 
Lab fee required 

This is a required course for studio majors. It is designed to 
promote a sense of artistic community through the in-depth inves- 
tigation of art issues and an exchange of ideas and points of view. 
Discussions, critical readings, critiques of student work, museum 
and gallery visits, and student and faculty slide talks will provide 
the basis of the course. The instructor and students will decide 
upon the relevant issues to be considered. A portfolio of work will 
be developed by the student over the course of the semester and will 
be the basis for grading. 
Mary Armstrong 

FS 474 Aspects of the Self and the Quest for Wholeness (Fall: 3) 
Cross listed with UN 527 

Most education is analytical and compartmentalized. This 
course stresses the integrative aspects of Capstones. Its goal is to 
synthesize fragments of academic learning, to relate them to other 
life experiences, and to help develop a personal wisdom for the on 
going search for meaning. It explores the use of verbal and visual 
symbolic expression to comprehend life's great problematic issues, 
among them our origins, the body, the self, gender, sexuality and 
death. How we relate to these issues largely determines our under- 
standing of who we are. Projects include making masks and a 
personal altar. Developed art skills are not required. 
John Steczynski 

FS 498 Senior Project (Fall: 3) 

This course is required of all Studio Art majors. Students must 
have taken at least four semesters of work relating to their project 
prior to the senior year. It is directed by a member of the 
Department and evaluated by Departmental review. 
Andrew Tavarelli 

Undergraduate and Graduate Course Ojferings 

FS 301-302 Drawing IV and V: Figure (Fall/Spring: 3) 
Lab fee required 

Prerequisites: FS 204 or permission of the instructor 

The course uses the human figure to expand the student's abil- 
ities in the direction of more expressive and more individualized 
drawing skills. In addition to working from the live model in class, 
the first semester includes anatomical studies, and the second 
semester stresses stylistic and spatial experimentation-seeing the 
figure as a component within a total composition. 
John Steczynski 

FS 323 Painting IV: Landscape (Fall: 3) 
Lab fee required 

Prerequisites: FS 223-224 or permission of the instructor 

Nature and landscape will provide us with painting imagery 
throughout the semester. Students will paint directly from the local 
landscape and these paintings will serve as source material for large- 
scale studio paintings. This class is designed for advanced students 
who are familiar with the fundamentals of painting and wish to 
broaden and strengthen this foundation. Students will be encour- 
aged to develop a personal vision and are free to work abstractly or 
representationally. 
Elizabeth Await 



FS 324 Painting V: Figure (Spring: 3) 
Lab fee required 

Prerequisites: FS 223-224 or permission of the instructor 

This advanced painting course introduces the student to the 
concept of extracting and abstracting images from life most notably 
from the figure. Students will strengthen their observational and 
technical skills by painting directly from the model. As the semester 
advances students may incorporate additional figurative imagery, 
culled from photographs and media imagery, into their paintings. 
At the conclusion of the semester the figure in the landscape may be 
introduced. It is assumed that students are working towards devel- 
oping a personal vision upon entering this class and they will be 
free to work either representationally or abstractly. 
Andrew Tavarelli 

FS 385-386 Independent Work I and II (FaU/Spring: 3) 

Prerequisites: Department permission 

A course allowing students who have sufficient background to 
progress to a higher level or in a more specialized area than other 
courses allow. The student works independently, under the direc- 
tion of a member of the Department. 
The Department 

FS 485-486 Independent Work III and IV (Fall/Spring: 3) 
Prerequisites: Department permission 

A course allowing students who have sufficient background to 
progress to a higher level or in a more specialized area than other 
courses allow. The student works independently, under the direc- 
tion of a member of the Department. 
The Department 

FS 499 Senior Seminar: The Artist's Journal (Spring: 3) 
Prerequisites: For Studio Art majors only, or with the permission of 
the instructor 

An advanced course that rotates among the full-time studio 
faculty, using each person and her/his expertise as a resource for an 
in-depth exploration of a designated focus. Inquire at the depart- 
mental office for the current teacher and focus. 
Elizabeth Await 

Geology and Geophysics 

Faculty 

Emanuel G. Bombolakis, Professor; B.S., M.S., Colorado School 

of Mines; Ph.D., Massachusetts Institute of Technology 

John E. Ebel, Professor; A.^., Harvard University; Ph.D., California 

Institute of Technology 

J. Christopher Hepburn, Professor; Chairperson of the 

Department; A.B., Colgate University; A.M., Ph.D., Harvard 

University 

David C. Roy, Professor; B.S., Iowa State University; Ph.D., 

Massachusetts Institute of Technology 

Rudolph Hon, Associate Professor; M.Sc, Charles University; 

Ph.D., Massachusetts Institute of Technology 

Alan L. Kafka, Associate Professor; B.A., New York University; 

M.S., Ph.D., State University of New York at Stony Brook 

Kevin Harrison, Assistant Professor; B.A., Brown University; M.S., 

Scripps Institute; M.Phil., Ph.D., Columbia Universit}' 

Gail Klneke, Assistant Professor; B.A., Princeton University; M.A., 

Ph.D., University of Washington 

David R Lesmes, Assistant Professor; B.A., University of California, 

San Diego; Ph.D., Texas A&M University 

Departmental Notes 

• Administrative Secretary: Patricia R. Pflaumer, 617-552-3641, 
pflaumep@bc.edu 



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• Department Secretary: Peggy Connolly, 617-552-3640, 
connolma@bc.edu 

• World Wide Web 
http://www.bc.edu/bc_org/avp/cas/geo/geologyhomepage. 
html 

Undergraduate Program Description 

An undergraduate in the Department of Geology and 
Geophysics may develop a major program in Geology, Geophysics, 
a combination of Geology and Geophysics, or the Environmental 
Geosciences. Within the constraints discussed below, programs can 
be individually designed to meet the interests and objectives of each 
student. Students may wish to major or to have a concentration in 
the earth sciences for a variety of reasons including (1) a desire to 
work professionally in one of the earth sciences, (2) a desire to 
obtain an earth science foundation preparatory to post-graduate 
work in environmental studies, resource management, environmen- 
tal law, or other similar fields where such a background would be 
useful, (3) a desire to teach earth science in secondary schools, or 
(4) a general interest in the earth sciences. 

Earth scientists investigate the complicated dynamics and 
materials that characterize the earth. For some, the emphasis is on 
the composition, structure and history of the earth. For others, 
investigations are aimed at understanding geologic processes and 
the complex interactions of the earth with the biosphere, hydros- 
phere, and atmosphere. 

Recently, environmental concerns about pollution and short- 
ages of energy, clean water, and other natural resources have 
introduced exciting new fields of investigation to the science. The 
earth scientist of today has the choice of working in the field or in 
ultra-modern computer-equipped laboratories. The number and 
complexity of environmental problems addressed by geologists and 
geophysicists will only increase in the future; thus, students choos- 
ing to work in geology and geophysics can look forward to exciting 
and rewarding careers. 
Honors Program 

Any major in the Department may elect to enroll in the 
Department Honors Program, provided a satisfactory scholastic 
average has been maintained (3.3 in the major, 3.2 overall). 
Application to the program should be made in the spring of the 
junior year. Each applicant must have a faculty advisor to supervise 
the proposed research project. Honors will be awarded upon (1) 
successful completion of a thesis based upon the proposed research 
project as evaluated by the faculty advisor; and (2) approval by the 
Undergraduate Program Committee of the thesis and the candi- 
date's academic record. 

Students in the Department are urged to fulfill at least one of 
the elective courses in any major program with a project-oriented 
research course during their senior year. Students may propose sub- 
stitutes for particular course requirements by a petition, in writing, 
to the Departmental Director of Undergraduate Studies. 

Major Requirements: Environmental Geosciences 

This program serves as an excellent major for students who 
wish to concentrate in the sciences, but who may not be looking 
toward professional careers as scientists, as well as for students plan- 
ning graduate work in environmental studies. 

Students concentrating in Environmental Geosciences should 
work out their programs closely with a Departmental advisor to 
insure both breadth and depth in this subject area. Students in this 
major must complete the following course requirements: A total of 



10 courses in the Department of Geology and Geophysics, no more 
than four of which may be at the 100 level. These courses must 
include: 

(A) Each of the following four courses: 

• Environmental Geosciences I (GE 167) 

• Introduction to Geology and Geophysics I with 
laboratory (GE 132*- 133) 

• Earth Materials with laboratory (GE 220-22 1 ) and, 

• Environmental Geology with laboratory 
(GE 250-251) 

*GE 115 or GE 197 plus laboratory (GE 133) may substitute 
for GE 132-133 upon petition to and approval by the 
Departmental Undergraduate Committee. 

(B) Two courses from among the following: 
Environmental Geosciences II (GE 168) 
Introduction to Geology and Geophysics II 
(GE 134) 

Oceanography I and II (GE 157 and GE 160) 
Geoscience and Public Policy (GE 187) 
Geologic Hazards, Landslides and Earthquakes 
(GE 143) 

Weather, Climate and Environment (GE 172) 
Radiation, Environment and Society (GE 195) 
Mineralogy (GE 200) 

(C) At least two courses from among the following: 
Environmental Hydrology (GE 297) 
Geochemistry (GE 302) 
Environmental Geochemistry (GE 392) 
River and Lake Environments (GE 400) 
Site Characterization, Remediation and Long Term 
Monitoring for Hazardous Waste Sites (GE 410) 
Biogeochemistry of the Habitable (GE 465) 
Geographical Information Systems (GIS) (GE 480) 
Coastal Processes (GE 535) 
Seminar in Environmental Geoscience (GE 542) 

Alternatives or additions to this list may be requested from the 
Departmental Director of Undergraduate Studies. 

(D) Two elective courses. These electives may include courses 
in the Department numbered 300 or above to be chosen by 
the student with his or her advisor, or they may include 
courses from outside the Department, approved by the 
Departmental Director of Undergraduate Studies, such as the 
following: 

• Environmental Biology (BI 209) 

• Coastal Field Ecology (BI 443) 

• Environmental Economics (EC 378) 

• Environmental Law (PO 307) 

(E) A year of another laboratory science in Chemistry, Physics, 
or Biology. Students are encouraged to take additional courses 
in Mathematics (Calculus), Chemistry, Physics, and Biology. 
One semester of a laboratory science in addition to (E) above 
or Calculus (MT 101 or MT 103) may be counted as one of 
the electives in (D) above. Students are also advised that other 
courses in the University pertinent to the Environmental 
Geosciences major may be substituted for the above require- 
ments upon petition to and approval by the Departmental 
Director of Undergraduate Studies. 

Information for First Year/Majors and Non-Majors 

For those students who would like to explore the major in 
Environmental Geosciences, it is suggested that Environmental 
Geosciences I and II (GE 167-168) be taken during the first year 



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and that Introduction to Geology and Geophysics I and II be taken 
during your second year. Environmental Geosciences I and II will 
satisfy the Core requirement in Natural Sciences. 
Environmental Geosciences Majors take 

• GE 167 Environmental Geosciences I: Resources and 
Pollution (fall semester, first year) 

• GE 132 Introduction to Geology and Geophysics I (either 
first or sophomore year) 

• Laboratory Science requirement (CH 109 and CH 111; 

BI 1 10 and BI 1 1 1; or PH 21 1 and PH 203) (may be taken 

sophomore year) 
Major Requirements: Geology 

Students majoring in Geology will take the fallowing courses, 
with a total of 10 courses in the Department: 

(A) Each of the following course requirements: 

• Introduction to Geology and Geophysics I and II with 
laboratory (GE 132-133 and GE 134-135) 
Mineralogy (GE 200) 
Earth Materials (GE 220) 
Stratigraphy and Sedimentation (GE 264) 
Petrology (GE 272) 
Structural Geology I and II (GE 285 and GE 385) 

(B) At least two additional electives (with a minimum of one 
numbered 300 or above) in the Department to bring the total 
number of Departmental courses to 10. 

(C) Also a minimum of two semesters of Calculus (MT 102 
and MT 103) or their near equivalent (e.g., MT 100-101 and MT 
200), two semesters of Physics using Calculus (PH 209-210 or PH 
211-212), and two semesters of Chemistry with laboratory (CH 
109-110 or CH 117-1 18) are required. 

(D) The Department strongly advises that mathematics 
through MT 305 be taken (students need to take MT 102-103 not 
MT 100-101). A geology summer field course is also recommended 
for anyone planning a professional career in geology. Credit from a 
summer field course may be used for one of the 300 level 
Department electives upon written approval of the Departmental 
Director of Undergraduate Studies prior to taking the field course. 
Elective courses both within and outside the Department should be 
determined by the student and his or her advisor. Alternatives to 
this program may be substituted upon petition to and approval by 
the Departmental Director of Undergraduate Studies. 
Information for First Year Majors 

The following courses are recommended for First Year majors, 
if their schedules permit. 

• GE 132 Introduction to Geology and Geophysics I 

• GE 133 Introduction to Geology and Geophysics Lab I 

• CH 109 General Chemistry 

• CH 111 General Chem Lab 

MT 102 Calculus (Math/Sci Majors) 
Major Requirements: Geophysics 

Students majoring in Geophysics will fulfill the following 
course requirements: 

(A) Each of the following three courses: 

• Introduction to Geology and Geophysics I and II with labora- 
tory (GE 132-133 and GE 134-135) 

Earth Materials (GE 220) 

• Structural Geology I (GE 285) 

(B) Four courses chosen from the following list (at least 2 of 
which must be in Geophysics): 

Mineralogy (GE 200) 
Petrology (GE 272) 



Structural Geology II (GE 385) 
Introduction to Geophysics (GE 391) 
Hydrogeology (GE 418) 
Environmental Geophysics (GE 424) 
Exploration Seismology (GE 455) 
Engineering Geology (GE 470) 
Physics of the Earth (GE 672) 
Geophysical Data Processing (GE 572) 
(C) Three additional electives approved in advance by the stu- 
dent's advisor in Departmental courses numbered 400 or 
above, or in advanced courses in Physics or Mathematics 
beyond those required below. (Note: May be fulfilled by a 
combination of courses such as two advanced Departmental 
courses and one advanced physics course, etc.) 
Thus, 11 courses are required in addition to the outside sci- 
ence requirements. These outside science requirements for the 
Geophysics major are as follows: 

• One year of Chemistry with laboratory (CH 109-1 10 or 
CH 117-118) 

Calculus through MT 305 (MT 102, 103, 202, and 305) 

• Introduction to Physics with Calculus (PH 209-210 or 
PH 211-212). 

Courses in Computer Science and additional electives in 
Geology are recommended in the elective program. Elective courses 
both within and outside the Department should be determined by 
the student and his or her advisor. A geological or geophysical sum- 
mer field camp may be substituted for one of the courses in (B) 
above. Alternatives to this program may be substituted upon peti- 
tion to and approval by the Departmental Director of 
Undergraduate Studies. A First Year program similar to the one 
listed above for Geology majors is recommended 

Major Requirements: Geology-Geophysics 

This major combines elements of both programs and is con- 
sidered excellent preparation for those working toward graduate 
school or employment in industry following graduation with a B.S. 
degree. 

Students majoring in Geology-Geophysics must take the fol- 
lowing courses: 

(A) Each of the following seven courses: 

• Introduction to Geology and Geophysics I and II with 
laboratory (GE 132-133 and GE 134-135) 
Earth Materials (GE 220) 
Stratigraphy and Sedimentation (GE 264) 
Structural Geology I (GE 285) 
Hydrogeology (GE 418) 
Environmental Geophysics I (GE 424) 

(B) Three courses from the following list, with at least one in 
geophysics, approved by the student's advisor: 
Mineralogy (GE 200) 
Petrology (GE 272) 
Structural Geology II (GE 385) 
Introduction to Geophysics (GE 391) 
Biogeochemistry of the Habitable Planet (GE 465) 
Environmental Geophysics (GE 424) 
Exploration Seismology (GE 455) 
Geographical Information Systems (GE 484) 
Chemistry of Natural Waters (GE 484) 
Geophysical Data Processing (GE 572) 
Physics of the Earth (GE 672) 

(C) Each of the following: 

Two semesters of Chemistry with laboratory (CH 109-1 10 or 
CH 117-118) 



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Calculus through MT 305 (MT 102, 103, 202, and 305) 
• Introduction to Physics with Calculus (PH 209-210 or 21 1- 

212) 

Courses in Computer Science and a summer field geology 
course are highly recommended in the elective program, as well as a 
senior year research project. The student should plan a program in 
consultation with his or her advisor. Alternatives to this program 
may be substituted upon petition to and approval by the 
Departmental Director of Undergraduate Studies. First Year stu- 
dents should refer to the listing under the Geology major for 
suggested courses. 
Core Program 

The Core courses in the Department are designed to give non- 
science majors an introduction to aspects of the Earth's history and 
dynamics. The course offerings include a wide variety of subjects 
and approaches that reflect the breadth of the Earth Sciences. This 
variability provides maximtun freedom of choice for introductory 
students. All courses presume no prior knowledge of the science, 
and all fulfill the Natural Science Core requirement. They are 
designed to acquaint students with some exciting aspect of the 
world we live in while providing a background in the methods of 
analysis and reasoning common to all science. GE 115, 132, and 
1 80 are courses that provide insight into the wide scope of geologi- 
cal subjects; the other Core offerings cover more specific subfields. 
Students wishing to find out more about Geology/Geophysics 
should call the Department at 617-552-3640 or see the 
Department's Director of Undergraduate Studies (Devlin 213). 

Graduate Program Description 

Master of Science 

The Department offers graduate courses and research pro- 
grams in a variety of subjects leading to the M.S. degree in Geology 
or Geophysics. Students are encouraged to obtain broad back- 
grounds by taking courses in Geology, Geophysics, and 
Environmental areas. Such multidisciplinary preparation is particu- 
larly useful for students seeking future employment in industry. 

The Department, with approximately 25 graduate students in 
residence, is housed in Devlin Hall and has additional research 
facilities at Weston Observatory. Students enjoy a close working 
relationship with faculty while being able to undertake research 
using the most modern scientific equipment available. The program 
stresses a strong background in the Earth Sciences, as well as the 
ability to carry out research. Such preparation will enable students 
to be successful in their careers as geoscientists, whether they choose 
employment in industry, government service, or continue their 
studies toward a Ph.D. A particularly beneficial aspect of the M.S. 
program is the opportunity for students to integrate studies in 
Geology, Geophysics, and Environmental subjects. 

Research in the Department covers a broad range of topics, 
including the following: Physical Sedimentation, Seismology 
(including crustal studies of New England using the 15-station 
New England Seismic Network at "Weston Observatory), Structural 
Geology, Igneous and Metamorphic Petrology and Geochemistry 
(including Neutron Activation Trace Element analyses). Aqueous 
Geochemistry and Environmental Topics. Many of these various 
types of studies are being integrated by faculty and students to bet- 
ter understand the geology, geophysics, and evolution of the 
Northern Appalachians. The Department also offers a number of 
Teaching and Research Assistantships. 
Application 

Applicants to the Master of Science degree program generally 
fall into one of the following categories: (1) students well-prepared 



in Geology or Geophysics with courses in mathematics, physics, 
chemistry, and/or biology who are interested in broadening their 
experience at the M.S. degree level before employment or doctoral 
studies; (2) students well-prepared in mathematics or one or more 
of the natural sciences other than Geology or Geophysics and who 
wish to use the M.S. degree program to transfer into the earth sci- 



ences. 



In addition to the normal application forms, applicants should 
submit transcripts, letters of recommendation, a personal evaluation 
of the strengths and weaknesses of their undergraduate education 
(including course and non-course experience), their graduate study 
interests, and current post-degree plans. The Verbal, Quantitative, 
and Advanced test scores of the Graduate Record Exam (appropri- 
ate to the undergraduate major) are required. Applications may be 
made at any time; however, to be assured of consideration for 
September admission they must be received by May 1. Applications 
from those applying for financial aid and assistantships for 
September need to be completed by February 1 . Later applications 
will be considered for financial aid if funding is still available. 

Requirements for M.S. Degree 

No fixed curriculum is prescribed for the M.S. degree. Instead, 
a course and research program that is consistent with the student's 
background and professional objectives are developed by the stu- 
dent and his or her faculty advisory committee. The graduate 
program assumes a basic undergraduate foundation in the geo- 
sciences. Students lacking such a background may be required to 
complete certain subjects at the undergraduate level before or dur- 
ing their graduate program. Master's candidates in either Geology 
or Geophysics must complete or have completed two-semester (or 
equivalent) courses in calculus, physics, and chemistry. 

A minimum of 10 courses (numbered 300 or above), 
approved by the student's faculty advisory committee, must be 
completed in addition to a research thesis for graduation. A maxi- 
mum of two thesis courses (GE 801) are allowed for the M.S. thesis 
credit. Usually, no more than one Reading and Research course 
(GE 798, 799) may be applied toward the minimum course 
requirement. All students are required to maintain at least a 3.0 
average in Departmental courses, as well as in all those undergradu- 
ate courses (0-299) in the other sciences and mathematics. A 
comprehensive oral examination is required of each student. Three 
bound copies of the M.S. thesis are required upon completion of 
the research; two copies are presented to the Graduate School of 
Arts and Sciences and one copy to the Department. 

Dual Degree Program (M.S.-M.B.A.) 

The Department of Geology and Geophysics, in conjunction 
with the Carroll Graduate School of Management, offers the inter- 
ested student the opportunity to participate in a combined 
M.S.-M.B.A. program. This program results in the awarding of 
both degrees. 

The normal time frame for this combined program is three 
years, about one year less than pursuing each degree separately. 
Students in this program commonly take their first year entirely 
within the Department of Geology and Geophysics. The second 
year is taken at the Carroll Graduate School of Management and 
the third year is split between both programs. Corporate internships 
are encouraged. 

Students must apply to, and be accepted by, both the 
Graduate School of Arts and Sciences and the Carroll Graduate 
School of Management. Both GRE and GMAT tests need to be 
taken. For further information and application material, students 
may contact the department of Geology and Geophysics and indi- 



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103 



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cate they are interested in the dual degree program. Deadhnes for 
admission to the Department of Geology and Geophysics are those 
of the M.S. program. 
Master of Science in Teaching 

The Master of Science in Teaching (M.S.T.) program is 
administered through the Graduate School of Education in cooper- 
ation with the Department of Geology and Geophysics. It requires 
admission to both the Graduate School of Education and to the 
Department of Geology and Geophysics. This program, which is 
designed for prospective teachers, acknowledges variations in prior 
background and skills and consists of three plans. For those candi- 
dates without prior teaching experience, a 36-credit minimum 
M.S.T. degree program is required, in which at least 5 courses are in 
the earth sciences, 5 courses in education, and 6 credits are for 
supervised internship teaching. For experienced teachers, a 30- 
credit minimum M.S.T. degree program is required (since the 
internship is not necessary) of which at least 5 courses are in the 
earth sciences. The application procedures for the M.S.T. degree 
programs are the same as for the M.S. degree program. For further 
information on the M.S.T, please refer to the Graduate School of 
Education section entitled, "Master's Programs in Secondary 
Teaching," or call the Office of Graduate Admissions, GSOE, at 
(617) 552-4214. 
Requirements 

The five (5) required courses in the earth sciences must be 
chosen from among the following: 2 courses from Introduction to 
Geology and Geophysics I and II or Structural Geology I, and 1 
course from each of the following groups: (1) Earth Materials, 
Mineralogy, or Petrology; (2) Weather, Climate, Environment, 
Oceanography, or Astronomy; and (3) Petrology, Structural 
Geology I or II, Environmental Geology, Environmental 
Chemistry, or Introduction to Geophysics. Students who have pre- 
viously taken these courses may substitute other graduate courses 
within the Geology and Geophysics Department with approval. 
One semester of full-time residency may be necessary. A compre- 
hensive examination is given to each student at the end of the 
program. This examination is in two parts; one part is oral in the 
Earth Sciences, and the other part is given by the Graduate School 
of Education. For additional information, contact Prof David Roy. 

Cooperative Program 

The Department is part of a cooperative program with the 
Department of Geology at nearby Boston University, as well as the 
Department of Civil Engineering at Tufts University. This program 
permits degree candidates at Boston College to enroll in courses 
that are unavailable at Boston College but are available at Boston 
University or Tufts. A list of these courses is available in the 
Departmental office. 

Weston Observatory 

Weston Observatory, formerly Weston College Seismic Station 
(1928-1949), is part of the Department of Geology and Geophysics 
at Boston College. For more information please refer to the 
Research Centers section in "About Boston College." 

Undergraduate Course Offerings 

Note; Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

GE 1 15 Planet Earth I (Fall: 3) 

Corequisites: GE 116 

Become friends with rocks and minerals, including gemstones, 
igneous, fossiliferous sedimentary, and metamorphic rocks. Learn 



the many ways they are now being formed and deformed as Earth 
evolves. Dynamic processes form and change landscapes and the 
natural environment on Earth's surface over time spans (e.g., soil 
formation, erosion, rivers, ocean currents, glaciers, landslides.) and 
processes within Earth produce mountain chains, move tectonic 
plates, give rise to metallic and other resources, as well as earth- 
quake, volcanic and other hazards. 

Two 50 minute lectures and one two-hour AT laboratory ses- 
sion (GE 116) per week. 
James W. Skehan, S.J. 

GE 125 Planet Earth II (Spring: 3) 

Corequisites: GE 1 26 

The story of Earth's 4600-million year evolution ranges from 
the ocean's abyss to the highest mountain crest. Explore the growth 
of continents and ocean basins through time, plate tectonic move- 
ments expressed in earthquakes, volcanoes and formation of 
mountains, the assembly and break-up of supercontinents and their 
effect on climate and life, formation and melting of continental 
glaciers, and impacts on life including humans. Personal, ecological, 
religious, and educational questions among geology, biblical theol- 
ogy, spirituality, and "creation-science" will be explored. 

Two hours of lecture and one two-hour A-T laboratory per 
week. 
James W. Skehan, S.J. 

GE 132 Introduction to Geology and Geophysics I (Fall: 3) 
Satisfies Natural Science Core credit 

Corequisites: GE 133 

This course offers an introduction to geological materials and 
the processes that form and transform them. It is part of a two- 
course sequence in which either course can be taken first. The 
course is required for students majoring in Geology, Geophysics, or 
Environmental Geoscience. It is also open to students who wish to 
explore these fields and also obtain Core credit. Topics include the 
properties and origins of rocks and minerals, methods for determin- 
ing geological history and the ages of rock bodies, the deformation 
of rocks and mountain building, weathering of rocks and erosion, 
dynamics of surface and subsurface water flows, and coastal 
processes. 
David C. Roy 

GE 133 Introduction to Geology and Geophysics I Lab (Fall: 1) 
Lab fee required 
Corequisites: GE 132 

This laboratory course supports the lecture topics in GE 132 
by providing practical experiences in both the laboratory and in the 
field. There are two required one-day weekend field trips. 
David C. Roy 

GE 134 Introduction to Geology and Geophysics II (Spring: 3) 
May be taken without GE 132 with permission of instructor 
Satisfies Natural Science Core requirement 
Corequisites: GE 135 

This course is a continuation of GE 132 with an emphasis on 
geophysical aspects of the geological sciences. The course is 
designed for majors in the Department of Geology and Geophysics, 
as well as for other science majors or for anyone interested in a 
thorough coverage of topics in the geological sciences. Topics 
include the following: seismology and the earth's interior, the earth's 
magnetic field, the earth's gravitational field, earthquakes, and plate 
tectonics. A laboratory (GE 135) is required. 
John E. Ebel 









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ims 



Arts and Sciences 



GE 135 Introduction to Geology and Geophysics II Laboratory 
(Spring: 1) 
Lab fee required 

Corequisites: GE 1 34 

This laboratory course gives students hands-on experience 
with many of the subjects discussed in GE 134. 
John E. Ebel 

GE 146 Origin and Evolution of Life on Earth (Fall: 4) 
Corequisites: GK 147 

An introduction to the study of how life began on our planet. 
This course explores current theories about the origins of life, 
beginning with the original hypothesis of the Russian biochemist, 
A.I. Oparin. 

Darwin's theory of evolution is emphasized, but many differ- 
ent components of the Natural Sciences touch upon this topic. For 
example, the course lectures include the study of the oldest fossils, 
chaos theory, cellular biology, prebiotic molecules and the search for 
life on other planets. 

The lab/discussion section (GE 147) emphasizes both basic 
paleontology and environmental evolution including the study of 
fossils as a record of how life has evolved on Earth. The course 
makes extensive use of the internet as a learning resource. 
Paul K. Strother 

GE 150 Astronomy (Spring: 4) 

Corequisites: GE 151 

Modern astronomy uses a complex array of sophisticated tools 
that present an exciting world of discoveries and ever-changing 
views of our universe. The focus of this course will be for the stu- 
dent to gain a broad understanding of astronomy as a science, of its 
fundamental concepts, and in the research areas of today. The 
course includes telescope observations (GE 151), naked eye obser- 
vations, use of Internet resources, and if possible, a visit to an 
observatory. 
Andrew Lazarewicz 
GE 157 Oceanography I (Fall: 4) 
Corequisites: G'E 158 

This course is an investigation of the world's ocean basins and 
coastlines. Topics include: origin and evolution of the ocean basins, 
nature of the sea bottom, characteristics of ocean water, and causes 
and effects of ocean tides and currents. An understanding of the 
ocean's role in the health and evolution of the planet is stressed. The 
second semester emphasizes coastal and biological oceanography. 

Three hours of lecture and one two-hour laboratory (GE 158) 
per week. 
Gail Kineke 

GE 160 Oceanography II (Spring: 4) 

Second semester can be taken without the first semester 

Corequisites: GE 161 

This course is an investigation of the world's oceans and coast- 
lines with special emphasis on coastal areas and the animal and 
plant life in the sea. Areas of investigation include: the movement 
of water by waves and tides; and the evolution, ecology and physical 
processes acting on beaches, coral reefs, estuaries, and deltas — areas 
where the ocean meets land and where most of ocean life exists. 
Our effect upon and benefits from these environments and ecologi- 
cal niches is stressed. 

Three hours of lecture and one two-hour laboratory (GE 161) 
per week. 
Gail Kineke 



GE 167 Environmental Geosciences I: Resources and Pollution 
(FaU/Spring: 3) 

The focus will be on geological issues critical to the future and 
that place limits on what we must do and how to plan for a sustain- 
able future. Topics discussed include population, future water 
supplies, urban/industrial pollution, acid rain, ozone depletion, and 
the energy supplied to us from coal, oil and nuclear power. Topics 
will be geared for the non-science major, with the purpose of objec- 
tively providing all students with information relevant to public 
debate and an informed citizenry. Three 50-minute lectures per 
week. 
Judith Hepburn 

GE 168 Environmental Geosciences II: Earth Processes and Risks 

(Spring: 3) 

The coiuse may be taken independently of GE 167. 

This course emphasizes the ways in which humans interact 
with natural processes operating on and within the Earth. Subject 
matter will include volcanoes and earthquakes and the geologic 
processes that create them, river and coastal processes and their 
flooding hazards, landslides, long and short-term climatic changes 
and events that might cause the extinction of life itself A particular 
emphasis will be on risk assessment and on the human alterations 
that affect natural processes and that impact on our relationship to 
the Environment. Three 50-minute multimedia-enhanced lectures 
per week. 
Judith Hepburn 

GE 172 Weather, Climate and the Environment I (Fall: 4) 

Corequisites: QY. 173 

This course examines the earth's weather system at all these 

time scales. The latest methods in local weather forecasting are 

explored from the point of view of computer models and historic 

analogs. The effects of ocean temperatures. El Nino, the extent of 

the earth's ice caps, and volcanic eruptions on the long-term 

weather patterns are described, and man-made environmental 

effects such as the greenhouse effect and ozone holes are explored. 

Two 75-minute lectures and one discussion/laboratory (GE 173) 

per week. 

John E. Ebel 

■^ » 

GE 175 Weather, Climate and the Environment II: Global 

Warming (Spring: 3) 

This course may be taken independently of GE 172 

Are humans performing a massive experiment on the Earth? 
This course explores the theory of global warming in its entirety, for 
students at all levels. What are the mechanisms driving climate 
change? How big are the expected changes? Do we really need to 
change our habits? Topics will include: factors that govern climate 
change, climates of the past, modeling the climate, impacts of cli- 
mate change, relevance, weighing the uncertainty, and actions to 
slow and stabilize climate change. Basic principles governing cli- 
mate change will be introduced and illustrated with real-world 
examples. 
Kevin G. Harrison 

GE 177 Cosmos (Fall: 3) 

We are in the process of exploring the Solar System and 
beyond. The results of recent manned and unmanned space pro- 
grams, including Apollo (moon), Viking and Pathfinder (Mars), 
Pioneer and Voyager (Mercury, Venus, Jupiter, Saturn, Uranus, 
Neptune), Magellan (Venus) and Galileo (Jupiter) will be reviewed 
to help develop models for the geologic evolution of these bodies 
and a current picture for the origin of the solar system. The ques- 
tion of life on other planets, particularly Mars, will be discussed. 



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Throughout the course, the fundamentals of how science works will 

be emphasized. Lectures will be supplemented by various films, 

slides and computer-generated graphics. 

/. Christopher Hepburn 

GE 192 Earth Under Siege (Fall: 3) 

Prerequisites: High school chemistry 

This course offers a basic understanding of the interaction of 
the physical environment that surrounds us and the human activi- 
ties that are affecting it. The fundamental scientific concepts of the 
nature and scope of atmospheric environmental problems are intro- 
duced, including the behavior of common gases, simple chemical 
processes in the environment, and the properties of light and heat. 
Key pollution issues are addressed in terms of their local, regional, 
and global implications. Physical and chemical principles are placed 
in the perspective of real world events, and everyday experiences are 
used to illustrate some of these principles. 
Rudolph Hon 

GE 197 The Dynamic Earth (Spring: 3) 

The focus of this course is on the geological dynamics of Earth 
as reflected in surface and subsurface processes. These processes pro- 
duce short-term changes such as landslides and fault displacement 
and long-term processes that move the tectonic plates. Over billions 
of years these processes have made Earth as we know it. They have 
produced the natural resources that we now exploit but they have 
also presented us with hazards. Understanding the processes of 
Earth is important to our successful inhabitation of the planet. 
David C. Roy 

GE 220 Earth Materials (Spring: 4) 
Lab fee required 

Prerequisites: GE 132-133 or equivalent 
Corequisites: GE 22 1 

Designed to acquaint all majors in the Department with the 
basic materials present in the Earth and on the Earth's surface. The 
common rock-forming silicate minerals are discussed first. Then 
igneous, metamorphic, and sedimentary processes are investigated 
to develop the classifications of these groups of rocks. Lastly, the 
weathering of rocks at the Earth's surface and the formation and 
classification of soils will be discussed. Laboratory (GE 221), where 
students get hands-on experience classifying the various rocks and 
minerals, is required. 
/. Christopher Hepburn 

GE 250 Environmental Geology: Environmental Site 
Characterization and Assessment — Regulatory and Statutory 
Approach (Spring: 4) 

Required for Environmental Geoscience majors 
Prerequisites: GE 132-133 or equivalent 
Corequisites: GE 251 

Students enrolled in this course will be asked to learn and 
experience practical field and laboratory exercises that parallel the 
complete sequence of federal and state mandated investigations 
needed for the complete environmental characterization of a site. 
Topics that will be covered include the following: subsurface inves- 
tigations by direct and indirect methods, laboratory characterization 
of geological material, characterization and composition of ground- 
water, EPA analytical methods for groundwater testing for the 
presence of contaminants and pollution, methods of remediation 
and other related topics. Laboratory exercises (GE 251) will follow 
an established protocol of field investigation, drilling, surveying, 
material characterization, computer applications and technical 
report prepartation. 
Rudolph Hon 



GE 285 Structural Geology I: Field Aspects (Fall: 4) 

Prerequisites: GE 132-133 
Corequisites: GE 286 

The goal of this course is the development of skills in the 
structural analysis of rock bodies as seen in outcrops, or small areas, 
to gain an understanding of the geometries, sequencing, and kine- 
matics of deformational features. In laboratory (GE 286), students 
will conduct one-day field analyses of structures and submit reports 
on the results. In addition, a two-hour laboratory recitation session 
is scheduled each week to work on problem sets or data obtained 
during field work. 
David C. Roy 

GE 297 Environmental Hydrology (Fall: 3) 

Prerequisites: GE 132-133 or equivalent 

An introduction to hydrological processes on and near the 
Earth's surface. Groundwater hydrology, the movement of water 
through the upper portion of the Earth, will be emphasized. 
Practical applications and problems in ground water hydrology and 
the environment will be stressed. 
Dale Weiss 

Undergraduate and Graduate Course Offerings 

GE 392 Environmental Geochemistry: Living Dangerously 
(Spring: 4) 

Prerequisites: GE 115 and GE 125; or GE 132 and GE 134; or GE 
167; or GE 168; or equivalent 
Corequisites: GE 393 

This course will introduce upper level undergraduate science 
majors and graduate students to environmental geochemistry. 
Studying atmospheric, terrestrial, freshwater, and marine geochem- 
istry will provide a context for understanding environmental 
problems. Topics include global warming, nuclear winter, drinking 
water contamination, acid rain, air pollution, water pollution, the 
ozone hole, nuclear waste, and energy production. 
Kevin G. Harrison 

GE 393 Environmental Geochemistry Laboratory 
(Spring: 0) 

Corequisites: GE 392 

This is a weekly two hour lab/discussion section that supports 
the lecture topics in GE 392. Lab equipment includes an ICP, 
Carlo Erba NC 2100 Soil Analyzer, and Hewlett Packard 6890 Gas 
Chromatograph. The ICP will be used to measure trace metals in 
drinking water before and after filtration. The Carlo Erba NC 2100 
Soil Analyzer will be used to measure carbon and nitrogen in soil, 
sediments, and vegetation. These measurements help quantify 
fluxes between terrestrial carbon pools and the atmosphere. 
Students will also us a Hewlett Packard 6890 gas chromatograph to 
measure fluxes of greenhouse gases, such as carbon dioxide, 
methane and nitrous oxide, from soil. 
Kevin G. Harrison 

GE 405 Climate Change (Fall: 3) 

Prerequisites: One year of chemistry and/or calculus 

Will future climate changes advance gradually, or abruptly and 
catastrophically, as they have in the past? Understanding discrete 
processes that have affected climate in the past may help us predict 
future effects. This course will explore the indicators and mecha- 
nisms of naturally-occurring climate change. Mechanisms include 
the Milankovich cycles, changes in ocean circulation, and changes 
in the water content of the atmosphere. Indicators include ox}^gen 
and carbon isotopes, gases trapped in ice cores, and the concentra- 
tion of metals bound in carbonate shells of plankton and coral. 
Kevin G. Harrison 



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GE 410 Site Characterization, Remediation, and Long Term 
Monitoring for Hazardous Waste Sites (Spring: 3) 

Prerequisites: GE 132, MT 100-101 or equivalent 

A survey of techniques available for environmental assessment 
of contaminated sites will be presented. The characterization of 
contaminated sites (their extent and type) will be defined and 
quantified. The remediation techniques used for cleaning-up conta- 
minated soils and bedrock will be discussed. Technologies currently 
used for remediation will be evaluated for their technical soundness 
and cost effectiveness. In many cases, valid techniques for clean-up 
exist but are cost prohibitive. Long term monitoring of remediated 
sites, characterized sites that must be remediated, and criteria for 
assessing the completeness of remediation will be presented. 
Randolph Martin III 

GE 418 Hydrogeology (FaU: 3) 

This is an introductory course in groundwater hydrogeology 
for advanced undergraduate and beginning graduate students. The 
course covers the following topics: the hydrologic cycle, porosity, 
permeability and hydraulic conductivity of geologic materials, prin- 
ciples of groundwater flow, well hydraulics and aquifer testing, 
geologic control on groundwater flow, an introduction to contami- 
nant hydrogeology and field methods of site characterization. 
David Lesmes 

GE 424 Environmental Geophysics (Fall: 4) 

Prerequisites: MT 102-103; PH 209-210; or 211-212; or permis- 
sion of instructor 
Corequisites: GE 425 

This is an applied course in geophysical exploration. The 
emphasis is on the methods that are used in environmental site 
assessments and geotechnical engineering work. The principles and 
methods studied are also applicable to petroleum and mineral 
exploration. The methods covered include: resistivity, induced 
polarization, electromagnetics, magnetics, gravity, self potentials 
and ground penetrating radar. In this course students will partici- 
pate in an on-going geophysical investigation (GE 425) of the 
Weston Observatory Environmental Field Station. Investigations 
may also be conducted at other relevant sites. Lectures will be given 
on field methodology, instrumentation, theory, and interpretation. 
David Lesmes 

GE 475 Geotechnology (Spring: 3) 

Prerequisites: GE 418, MT 202 and Microcomputer use or permis- 
sion of the instructor. It is expected that the students have 
familiarity with the use of an IBM-PC or compatible microcom- 
puter. It is not required to know computer programming. 

This course is designed to introduce students to the field of 
Geotechnical Engineering. The lectures focus on the following 
aspects of soil mechanics: stress distribution, 1-D Settlement 
Analysis, 1-D Time Rate Settlement (Consolidation theory), 
Bearing Capacity of Shallow Foundations and Slope Stability 
Analysis. 
Alfredo Urzua 

GE 480 Applications of GIS (Geographical Information Systems) 
(Spring: 4) 
Corequisites: GE 48 1 

Practical applications of GIS technologies to data management 
and data processing (database querries) of georeferenced datasets 
(geological data, environmental data, land use/city planning, mar- 
keting and others). Students will learn the basics and principles of 
database management strategies (flat and relational), creating and 
managing geographically referenced databases, querrying databases 
and preparing geographical outputs (maps). The course includes 



formal presentations and practical assignments using Arcview and 
Arc/Info. Assignments will cover typical datasets and information 
used in the geosciences, environmental studies and related fields. 
Students will gain working experience in applying GIS technologies 
(GE 481) to their studies and research, as well as learning how to 
apply it in the marketplace. 
Rudolph Hon 

GE 505 Geochemical Equilibria in Natural Systems (Fall: 3) 
Prerequisites: One year of college chemistry and an introductory 
geology course 

Advanced course in geochemistry and thermodynamic princi- 
ples of equilibria and phase diagrams. Thermodynamic concepts of 
equilibria will be developed and applied to phase relations in simple 
systems as well as to heterogenous multicomponent systems. The 
graphical approach of Schreinemaker will be applied to metamor- 
phic reactions; crystal-melt relations will be used to explain magma 
formation and magma fractionation; and water-solid earth equilib- 
ria will be explored in chemical weathering processes. 
Rudolph Hon 

GE 530 Marine Geology (Fall: 3) 

Prerequisites: GE 132, 134, 1 year college calculus and physics 

Recent geological and geophysical information on the ocean 
basins is examined concentrating on three areas: (1) structure of the 
earth, plate tectonics, and composition of the ocean basins; (2) geo- 
physical processes responsible for the structure and evolution of the 
ocean basins; and (3) marine sedimentation including sediment 
transport in high energy environments, pleistocene sedimentation 
and global climate change. Sedimentological and geophyisical 
investigation techniques are emphasized. 
Gail Kineke 

GE 542 Seminar in Environmental Geoscience: The Geotechnical 
Bases for Governmental Policies and Regulations (Spring: 3) 

Through guest lecturers, experts in their regulatory and tech- 
nical fields, this course will examine policy and scientific issues 
concerning the quality of the environment. Topics will include the 
Clean Air Act and air quality measurements; the Safe Drinking 
Water Act and water resource protection; the Toxic Substance 
Control Act and health effects from environmental pollutants; and 
the disposal of hazardous and solid wastes. 
Charles M. Spooner 

GE 543 Plate Tectonics and Mountain Beits (Spring: 3) 

Prerequisites: GE 285 and GE 272 (may be taken concurrently) 

The idea that the surface of the earth is not fixed but moves in 
response to convection currents in the asthenosphere has revolu- 
tionized geology. While a great deal is known about Plate Tectonics, 
the full implications of this theory are subject to much current 
research and debate that will continue to be a focus of geological 
thought well into the future. A particular emphasis will be on the 
use of Plate Tectonic processes in the interpretation of the origin of 
mountain belts and other large-scale geological structures. Both 
modern and ancient examples will be discussed, as will current ideas 
for the analysis of exotic terrains. 
/. Christopher Hepburn 

GE 560 Sequence Stratigraphy: Characterization of Geologic 

Aquifers and Reservoirs (Spring: 3) 

Prerequisites: GE 264 or permission of the instructors 

A multi-scale approach based on sequence stratigraphic con- 
cepts to study modern and ancient sedimentary environments. 
Emphasis is placed on the effective integration of geological and 
geophysical data obtained from outcrops, cores, well-logs and sur- 
face geophysical measurements. Characterization of near-surface 



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modern sedimentary environments (aquifer scale) will emphasize 
the use of ground-penetrating radar data and characterization of 
more deeply-buried ancient sedimentary environments (reservoir 
scale) will emphasize the use of seismic reflection data. Through 
assigned readings and exercises of sedimentary processes, including 
fluvial, coastal, eolian, glacial, and deltaic environments of deposi- 
tion, students will be introduced to quantitative methods of spatial 
and temporal correlation and to numerical forward modeling of 
sedimentary processes. 
David Lesmes 
David C. Roy 

GE 572 Geophysical Data Processing (Spring: 3) 
Prerequisites: MT 201 or 202, PH 211-212, and background in 
computer programming, or permission of instructor 

This course covers the fundamental principles underlying 
methods that are commonly used to analyze digital signals. 
Methods of signal processing that are used in geophysical applica- 
tions will be emphasized, but these same methods are also used in a 
wide variety of science and engineering applications. Topics include 
the following: signals and systems, linear time-invariant systems, 
Fourier analysis of continuous and discrete-time signals and sys- 
tems, filtering, modulation, and sampling. 
John R Ebel 

GE 580 Environmental Seminar (Spring: 3) 

Prerequisites: Undergraduates need permission from the Director of 
Environmental Studies, or the instructor 

This interdisciplinary seminar is for students in the 
Environmental Studies Program or Environmental Geoscience 
Majors (with the permission of the instructor). During the semes- 
ter, we will evaluate the impact of environmental contamination on 
the residents of Boston and its surrounding communities, as well as 
other communities within Massachusetts, New England, and 
throughout the world. The topics covered in the seminar will be 
motivated by specific case histories. Readings will pertain to the sci- 
entific, social, and political aspects of these environmental 
problems. Several field trips and guest lectures by environmental 
specialists will be arranged throughout the semester. 
David Lesmes 

GE 596 Reading and Research in Environmental Geology 
(Fall/Spring: 3) 

For undergraduates wishing to pursue independent study in 
the area of environmental geology under the direction of a faculty 
member. Study can be in an area of knowledgeable interest or on a 
particular problem. The possibility exists to work with actual prob- 
lems in Massachusetts using data from state agencies. This course is 
also intended for undergraduate students working on Departmental 
honors theses. 
The Department 
GE 597 Reading and Research in Geology (Fall/Spring: 3) 

For undergraduates wishing to pursue independent study in 
the area of geology under the direction of a faculty member. Study 
can be in an area of knowledgeable interest or on a particular prob- 
lem. This course is also intended for undergraduate students 
working on Departmental honors theses. 
The Department 

GE 598 Reading and Research in Geophysics (Fall/Spring: 3) 

For undergraduates wishing to pursue independent study in 
the area of geophysics under the direction of a faculty member. 
Study can be in an area of knowledgeable interest or on a particular 
problem. This course is also intended for undergraduate students 
working on Departmental honors theses. 



77?^ Department 

GE 599 Scholar of the College (Fall/Spring: 3 or 6) 

Independent study in Geology, Geophysics, or the 
Environmental Geosciences under the direction of a faculty mem- 
ber for undergraduate students qualifying for the University Scholar 
of the College honors program. 
The Department 

Graduate Course Ojferings 

GE 794 Seminar in Geology (Fall: 3) 

This course is an analysis and discussion of topics of current 
interest in geology. 
The Department 

GE 795 Seminar in Geophysics (Fall: 3) 

This course is an analysis and discussion of topics of current 
interest in geophysics. 
The Department 

GE 796 Seminar in Geology (Spring: 3) 

This course is an analysis and discussion of topics of current 
interest in geology. 
The Department 

GE 797 Seminar in Geophysics (Spring: 3) 

This course is an analysis and discussion of topics of current 
interest in geophysics. 
The Department 

GE 798 Reading and Research in Geophysics (Fall/Spring: 3) 
Permission of a faculty member is required in advance of enroll- 
ment 

A research study of a topic in geophysics under the supervision 
of a faculty member. 
The Department 

GE 799 Reading and Research in Geology (Fall/Spring: 3) 
Permission of a faculty member is required in advance of enroll- 
ment. 

A research study of a topic in geology under the supervision of 
a faculty member. 
The Department 
GE 801 Thesis Seminar (Fall/Spring: 3) 

Thesis research under the guidance of a faculty member. 
The Department 
GE 888 Interim Study (Fall/Spring: 0) 

Required for master's candidates who have completed all their 
course requirements but have not taken comprehensive examina- 
tions. Also for master's students who have taken up to six credits of 
Thesis Seminar but have not yet finished writing their thesis. 
The Department 

Germanic Studies 

Faculty 

Christoph Eykman, Professor; Ph.D., Rhein, Friedr. Wilhelm 

Universitat, Bonn 

Michael Resler, Professor; Chairperson of the Department; A.B., 

The College of William and Mary; A.M., Ph.D., Harvard 

University 

Rachel Freudenburg, Assistant Professor; B.A., M.A., Wayne State 

University; Ph.D., Harvard University 

Departmental Notes 

• Department Secretary: Agnes Farkas, 617-552-3740, 
e-mail farkasag@bc.edu. 

• World Wide Web: http://www.bc.edu/germanic 



Vi 






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Undergraduate Program Description 

The German major aims to prepare students not only for fur- 
ther study, but also for a professional life which is enhanced 
through a knowledge of German language, history and culture. 

Major Requirements 

The following curriculum is applicable through and inclusive of 

the Class of 2000: 

Major Requirements (12 courses): 

• 2 (GM 201-202) German Composition and Conversation 

• 2 (GM 2 1 0-2 1 1) History of German Literature 

• 4 Courses in German literature or culture 

• 2 Courses in subjects related to German culture, for example: 
FA 341 The Age of Durer 

HS 443 Contemporary Germany 

MU 290 Wagner 

PL 455 Kierkegaard and Nietzsche 

TH 460 The Holocaust (or others subject to departmental 

approval) 

• 2 Elective courses either in German literature (in German or 
in English translation) or in a second foreign language 

Note for majors with transfer credits: 

Of the twelve semester courses, a minimum of four courses 
beyond Composition and Conversation (i.e., at least four upper- 
level literature or culture courses) must be taken within the 
Germanic Studies Department at Boston College. 
The followdng curricidum is applicable starting with Class of 
2001: 
Major Requirements (10 courses): 

The major in Germanic Studies is designed to give the student 
an active command of the German language, an insight into 
German literature and culture, and to provide the background for 
graduate study in the field. Students majoring in Germanic Studies 
are required to complete a total of 10 courses within the following 
curriculum: 

• (2) GM 201-202 Composition and Conversation 

• (2) GM 210-21 1 History of German Literature 

• (6) Six semester courses in German literature or culture 

Note for majors with transfer credits: 

Of the ten semester courses, a minimum of four courses 
beyond Composition and Conversation (i.e., at least four upper- 
level literature or culture courses) must be taken within the 
Germanic Studies Department at Boston College. 

Information for First Year Majors 

A prospective German major should select an initial language 
course, e.g., GM 001, GM 050, or GM 201, according to his/her 
high school language preparation. The student can supplement this 
choice with an elective. He or she can select a course on German 
literature, culture, philosophy, history, art history, or music, or a 
German course offered in English translation. In all, ten one-semes- 
ter courses in German numbered 100 and above are required to 
complete the major. 

Graduate Program Description 

Although the Department of Germanic Studies does not offer 
a graduate degree, the following course is available to graduate stu- 
dents from various departments. 
GM 061 Intensive Reading in German (Summer:!) 
No previous knowledge of German required 

This course is intended to prepare the student for either a 
graduate language reading examination or the standardized 



Princeton type of test and provides him or her with the ability to 
read general or specialized material in his or her own major field as 
well as in related areas. 
Christoph Eykman 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 
GM 001-002 German A (Elementary) (Fall/Spring: 3) 

Students are introduced to the basics of the German language: 
vocabulary, grammar, communicating in every day situations, read- 
ing, listening comprehension, and writing. The course is 
supplemented with an interactive CD-Rom in the first semester and 
videos in the second. Intended for those with no prior knowledge 
of German as well as those with some high school background. 
Graduate students must either take this course for credit or register 
as auditors. 
Rachel Freudenburg 
Karin Vanderspek 

GM 050-051 Intermediate German I and II (Fall/Spring: 3) 

Prerequisites: GM 00 1 -002 or its equivalent 

Further training in active use of the language, with emphasis 
on reading and conversation. The course includes readings in twen- 
tieth-century German prose, fiction and non-fiction, German 
culture and society, grammar review, and discussion and composi- 
tion. Auditors must register. 
The Department 

GM 063 Triumphs and Failings of Modern Man (Fall: 3) 

Cross listed with EN 084.03 

Satisfies the Literature Core requirement 

Offered biennially 

Conducted in English 

Auditors must register 

This course fulfills the Literature Core Requirement but is also 
open to majors or minors in Germanic Studies. It focuses on a 
number of themes which characterize human existence in our time 
but can at the same time be understood as perennial themes: death, 
life, illness, suffering, war, and the role of the scientist in the mod- 
ern world. The following works will be discussed and analyzed in 
class: Thomas Mann, The Magic Mountain (novel); Sigmund Freud, 
An Outline of Psychoanalysis (essay); Erich Maria Remarque, All 
Quiet on the Western Front (novel); Wolfgang Borchert, The Man 
Outside (play and stories); Heinrich Bell, Stories; Friedrich 
Durrenmatt, The Physicists (play). All texts are in English transla- 
tion. 
Christoph Eykman 

GM 201-202 German Composition and Conversation I and II 

(Fall/Spring: 3) 

Required for German majors 

Prerequisites: GM 050-051 or its equivalent 

This course is designed to improve fluency in spoken and writ- 
ten German. Review of grammar will be restricted to a few selected, 
difficult items. Short German compositions will be written periodi- 
cally. Course work includes systematic vocabulary building 
(including German idiomatic expressions as well as compound 
nouns and adjectives), listening comprehension, speaking exercises 
(spontaneous and guided dialogues) and reading. Auditors must 
register. 
Christoph Eykman 



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GM 210 History of German Literature I (Fall: 3) 
Offered biennially 
Conducted in German 
Required for German majors 

Prerequisites: GM 050-051 (with an honor grade), or its equivalent 

An introduction to the study of German literature. Selected 
texts from the Middle Ages to 1800 will be analyzed against the 
background of historical events, European literary movements, phi- 
losophy, music, art and architecture. 
Rachel Freudenburg 

GM 211 History of German Literature II (Spring: 3) 
Offered biennially 
Conducted in German 
Required for German majors 

Prerequisites: GM 050-051 (with an honor grade) or its equivalent 

An introduction to the study of German literature. Selected 
texts from 1800 to the 20th century will be analyzed against the 
background of historical events, European literary movements, 
philsophy, music, film, art and architecture. Although not a prereq- 
uisite, this course is a continuation of GM 210 History of German 
Literature 1. 
Rachel Freudenburg 

GM 233 Between Imperial Germany and Hitler's Reich 

(Spring: 3) 

Offered on a periodic basis 

Conducted in German 

Prerequisites: GM 050-051 or GM 201-202 

This course offers a survey of German literature and intellec- 
tual history from 1880 to the Nazi era (1933-1945). It will focus 
on fiction, poetry, essays, and plays from realism, naturalism, 
expressionism and the period of the Weimar Republic (1918-1933). 
Major authors included are the following: Theodor Fontane, 
Gerhart Hauptmann, Thomas Mann, R. M. Rilke, Stefan George, 
E. M. Remarque, Bertolt Brecht, Kurt Tucholsky, Carl von 
Ossietzky, Karl Jaspers, and Gottried Benn. 
Christoph Eykman 

GM 238 Passion, Politics and Poetry in the Middle Ages (Fall: 3) 
Offered biennially 
Conducted in German 

Prerequisites: Four semesters of college German (with a grade of B+ 
or higher) or the equivalent 

A study of the timeless themes of love and power during the 
German Middle Ages, with a focus on the work of Walther von der 
Vogelweide, the greatest medieval German lyric poet. Among the 
specific topics which we will address are the following: faith, 
Christianity and the Crusades; conflict between church and state; 
political and societal turmoil; the eternal yearning for human 
fulfillment; and varying views of human sensuality as seen in 
medieval love poetry. We will also examine Walther's profound 
influence on his contemporaries, and we will explore traces of his 
influence on later generations of Germans (among them Luther, 
Goethe and Wagner). 
Michael Resler 

GM 240 King Arthur in German Literature (Spring: 3) 

Offered biennially 

All readings in English translation 

A study — in English translation — of the literature centering 
on the most popular and enduring of all medieval legendary figures. 
We will begin by examining some of the early texts from which the 
Arthurian mythology took root, and which contributed to the even- 
tual spreading into Germany of the tales of King Arthur and the 



knights of the Round Table. The course will then turn its central 
focus toward a close reading of four or five of the most significant 
Arthurian romances within the German tradition. In addition, we 
will systematically trace the relationship between this highly ideal- 
ized world of literary knighthood and real-life contemporary 
historical and social events of the twelfth and thirteenth centuries. 
No knowledge of German is required. 
Michael Resler 

GM 242 Germany Divided and Reunited (Fall: 3) 
Offered biennially 
Conducted in English 

A multi-dimensional look at post-war Germany, East and 
West. Politics, social structure, music, art, literature, philosophy, the 
crisis and reform of the West German university system, the young 
generation, Americanization, and other topics. 
Christoph Eykman 

GM 290 Advanced Reading in German (Spring: 3) 
Conducted in German 

Prerequisites: GM 050-051 or the equivalent 

This course will sharpen students skills in reading advanced 
texts in German. It is designed to serve as a bridge between the 
department's language courses and the various practical and acade- 
mic settings in which a strong reading knowledge of German is 
required. Texts to be read will be taken from a wide spectrum of 
sources: the German press, university life, the Internet, scholarly 
writing and literature. The course counts toward the major in 
Germanic Studies and the minor in German Studies. It is recom- 
mended for students planning to study abroad and is also open to 
graduate students planning to conduct research in the German lan- 
guage, whether in this country or abroad. Auditors must register. 
Michael Resler 

GM 299 Reading and Research (Fall/Spring: 3) 

May be taken only with permission of the Chairperson 

The course includes supervised readings within specific areas, 
for the solution of individual problems of research. By arrangement. 
The Department 

GM 699 Honors Thesis (Fall/Spring: 3) 

May be taken only with permission of the Chairperson 

By arrangement. 
Christoph Eykman 
Rachel Freudenburg 
Michael Resler 

Graduate Course Offerings 

GM 061 Intensive Reading in German (Summer: 1) 
Offered annually 

Although the Department of Germanic Studies does not offer 
a graduate degree, the following course is available to graduate stu- 
dents from various departments. 

This course is intended to prepare the student for either a 
graduate language reading examination or the standardized 
Princeton type of test and provides him or her with the ability to 
read general or specialized material in his or her own major field as 
well as in related areas. No previous knowledge of German is 
required. 

Christoph Eykman 
Debra Prager 

History 

Faculty 

Thomas H. O'Connor, Professor Emeritus; A.B., A.M., Boston 

College; Ph.D., Boston University 



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Andrew Bunie, Professor; A.B., A.M., University of New 

Hampshire; Ph.D., University of Virginia 

James E. Cronin, Professor; B.A., Boston College; M.A., 

Northeastern University; Ph.D., Brandeis University 

Marianne Elliot, Professor; B.A., Queen's University; D.Phil., 

University of Oxford 

Robin Fleming, Professor; B.A., M.A., Ph.D., University of 

California at Santa Barbara 

Radu R. Florescu, Professor; A.B., AM., B.Litt., Oxford 

University; Ph.D., Indiana University 

John L. Heineman, Professor; A.B., University of Notre Dame; 

Ph.D., Cornell University 

Raymond T. McNally, Professor; A.B., Fordham University; Ph.D., 

Free University of Berlin 

David A. Northrup, Professor; B.S., M.A., Fordham University; 

M.A., Ph.D., University of California, Los Angeles 

Alan Reinerman, Professor; B.S., A.M., Xavier University; Ph.D., 

Loyola University of Chicago 

Peter H. Weiler, Professor; Chairperson of the Department; A.B., 

Stanford University; A.M., Ph.D., Harvard University 

Lawrence Wolff, Professor; A.B., Harvard College; M.A., Ph.D., 

Stanford University 

Silas H. L. Wu, Professor; A.B., National Taiwan University; A.B., 

University of California at Berkeley; A.M., Yale University; Ph.D., 

Columbia University 

Benjamin Braude, Associate Professor; A.B., A.M., Ph.D., Harvard 

University 

Paul Breines, Associate Professor; A.B.., A.M., Ph.D., University of 

Wisconsin 

Ellen G. Friedman, Associate Professor; B.A., New York University; 

Ph.D., C.U.N.Y Grad School 

Mark I. Gelfand, Associate Professor; A.B., City College of New 

York; A.M., Harvard University; Ph.D., Columbia University 

MarUynn S. Johnson, Associate Professor; B.A., Stanford University; 

M.A., Ph.D., New York University 

R. Alan Lawson, Associate Professor; A.B., Brown University; A.M., 

University of Wisconsin; Ph.D., University of Michigan 

William P. Leahy, S.J., Associate Professor and University President; 

B.A., M.A., St. Louis University; M. Div., S.T.M., Jesuit School of 

Theology; Ph.D., Stanford University 

Deborah Levenson-Estrada, Associate Professor; B.A., M.A., 

University of Massachusetts, Boston; Ph.D., New York University 

Roberta Manning, Associate Professor; A.B., Rice College; A.M., 

Ph.D., Columbia University 

Rev. Francis J. Murphy, Associate Professor; A.B., Holy Cross; 

A.M., Ph.D., Catholic University 

Kevin O'Neill, Associate Professor; A.B., Marquette University; 

A.M., Loyola University of Chicago; Ph.D., Brown University 

Carol M. Petillo, Associate Professor; Director of Graduate Studies; 

A.B., Montclair State College; A.M., Ph.D., Rutgers University 

Virginia Reinburg, Associate Professor; A.B., Georgetown 

University; M.A., Ph.D., Princeton University 

Alan Rogers, Associate Professor; A.B., M.A., Ph.D., University of 

California, Santa Barbara 

John H. Rosser, Associate Professor; A.B., University of Maryland; 

A.M., Ph.D., Rutgers University 

Paul G. Spagnoli, Associate Professor; A.B., Holy Cross; A.M., 

Ph.D., Harvard University 

Frank Fonda Taylor, Associate Professor; B.A., M.A., University of 

West Indies; Ph.D., University of Geneva 

L. Scott Van Doren, Associate Professor; A.B., Oberlin College; 

A.M., Ph.D., Harvard University 



Cynthia Lylerly, Assistant Professor; B.A., University of North 

Carolina at Chapel Hill; Ph.D., Rice University 

Matthew Restall, Assistant Professor; B.A., Oxford University; 

M.A., Ph.D., University of California, Los Angeles 

Burke Griggs, Instructor; B.A., Stanford University; M.A., M.Phil., 

Ph.D. (cand.), Yale University 

Departmental Notes 

• Administrative Secretary: Lois Bilsky, 617-552-3802, 
lois.bilsky@bc.edu 

• Graduate Programs Assistant: Anne Conneely, 617-552-3781, 
anne.conneely@bc.edu 

• Wodd Wide Web: 
http://www.bc.edu/bc_org/avp/cas/his/history.html 

Undergraduate Program Description 

The Department of History offers the undergraduate student 
a variety of courses in Medieval European, Early Modern and 
Modern European, Russian, East European, American, Latin 
American, Asian, Middle Eastern, and African History. With care- 
ful planning and the advice of faculty members, students can 
develop a sequence of courses that will prepare them for the fields 
of law, government, foreign service, and for careers in various inter- 
national organizations, in journalism, in business, or in teaching at 
the elementary, secondary, or college levels. 

Major Requirements 

In addition to the two-semester University Core sequence in 
modern history (selected from courses numbered HS 001 through 
HS 094), a history major is required to take a two-semester 
sequence in American Civilization (HS 181-182). Students plan- 
ning to major in history are encouraged to take the Core history in 
their freshman year, and American Civilization in their sophomore 
year. Once they have fulfilled these requirements, they will have 
acquired the prerequisite for elective courses taken in the junior and 
senior years. Note that a score of 4 or 5 on the advanced placement 
test in European History fulfills the two-semester university Core 
requirement in history, and a similar score on the A. P. test in 
American History fulfills the two-semester American Civilization 
requirement. 

In addition to the prescribed courses listed above, the history 
major is required to complete eight additional courses, including: 
HS 300 The Study and Writing of History (preferably taken in the 
sophomore or junior years); two courses in non-Western history; 
and three advanced electives (HS 301-699). Note that some 
advanced electives also satisfy the non-Western requirement. At 
least three of the electives — including two of the advanced elec- 
tives — must be in a field approved by the student's History 
Department advisor. For a list of possible fields, please consult the 
Advisement Booklet for History Majors. 

In order to facilitate the introduction of research techniques, 
the Department offers a variety of Readings and Research opportu- 
nities. These projects must be arranged between the individual 
student and professor, and then receive the permission of the 
Director of Undergraduate Studies. No more than 2 courses com- 
pleted in this fashion will count toward the history major 
requirements. 
Information for First Year/Majors and Non-Majors 

The University Core requirement is a two-semester sequence 
in modern history covering the period between the late Middle 
Ages and the present. All history courses numbered between HS 
001-002 and HS 093-094 fulfill this requirement, but students 



The Boston College Catalog 1998-1999 



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must take one course on the first half of the modern period (late 
Middle Ages to the French Revolution) and one on the second 
(French Revolution to the present). 

All History Core courses cover a broad sweep of time. Because 
so much of modern history has been dominated by Europe, and 
because Europe pioneered the crucial historical processes that the 
entire world has since experienced, courses focus particular atten- 
tion on Europe. Nonetheless, each course also traces the changing 
patterns of interaction and domination that have characterized the 
relationship between Europe and the non-European world. As a 
result, the European history taught in the Core necessarily covers 
the startling economic, intellectual, political, and social changes 
that have come to shape not only the West but also the world as a 
whole. Each Fiistory Core course, although covering common 
themes and a common period of time, emphasizes the special inter- 
ests and expertise of the professor. Since specialists in European, 
American, Latin American, African, and South and West-Asian his- 
tory teach in the Core, courses vary considerably in the material 
they cover. Students are urged to read the descriptions of each of 
the department's Core offerings, and predicate their choice based 
on the particular emphasis of each class. 

The following shared topics are covered in each History Core 
course: 

First semester: The Italian and Northern Renaissances; the 
Reformation and Counter-Reformation; exploration, trade, and 
slavery; the development of the bureaucratic state; international 
relations and warfare; the Scientific Revolution and the 
Enlightenment; the development of capitalism; political revolu- 
tions; and social structures and gender. 

Second semester: The legacy of the French Revolution; modern 
political ideologies; nationalism; modern thought and culture; the 
development of modern industry; imperialism, colonialism, and 
racism; the Russian Revolution and the World Wars; the 
Depression and Fascism; the Cold War and Decolonization; and 
social structures and gender. 

Because all of these courses are designed as thematic units, stu- 
dents should continue in the same class for the entire year; but 
upon completion of the first half of one course, students may enroll 
in another second-half course. In no case, however, will students be 
permitted to take the courses out of order; the first half must be 
completed before enrolling in the second. Students are strongly 
urged to fulfill the history Core requirement in their freshman year, 
or at the latest, during their sophomore year. Students planning to 
study abroad during their junior year are strongly advised to com- 
plete their history Core before embarking on such studies. 

All the Core history courses numbered HS 001-002 through 
HS 079-080 consist of large classes taught by a team of professors 
(either jointly or by splitting the year between them). All Core 
classes meet twice each week for lectures, and a third time in groups 
of 15-20 students for discussion of selected topics. These weekly 
discussion sections are an integral part of each Core course. 

All Core history courses assign between 100 and 200 pages of 
reading weekly, and require at least one paper and map assignment 
in addition to examinations. 

The Core history program is also offered in three other slightly 
different formats: HS 063-064 is an intensive small class designed 
for Honors students, and HS 081-082 is taught in small classes (35 
students). Finally, HS 093 (spring term) covers the topics of the 
first-half of the Core; HS 094 (fall term) covers the topics of the 
second half of the Core; and these reverse sequence courses are 
intended solely for students who need to begin or complete their 
history Core courses out of the usual semester pattern. 



Graduate Program Description 

The M.A. and Ph.D. degrees are offered with concentrations 
in Medieval History, Early Modern European History, Modern 
European History, American History, and Latin American History. 
The Department also offers coursework in African History, Middle 
Eastern History, and Asian History. 

The Department sponsors interdisciplinary work leading to 
Master's degrees in European National Studies and in Medieval 
Studies. A Master's of Art in Teaching (M.A.T) program is admin- 
istered through the Graduate School of Education in cooperation 
with the Department of History. It requires admission to both the 
Graduate School of Education and to the Department of History. 
Course requirements vary depending upon the candidate's prior 
teaching experience; however, all Master's programs leading to 
certification in secondary education include practica experiences in 
addition to course work. For further information on the M.A.T, 
please refer to the Graduate School of Education section entitled, 
"Master's Programs in Secondary Teaching," or call the Office of 
Graduate Admissions, GSOE, at (617) 552-4214. 
Master of Arts Programs 

Requirements: The M.A. degree requires 30 graduate credits, a dis- 
tribution requirement for each particular program, and an oral 
comprehensive examination. The one exception to this is the 
European National Studies Program, which requires 36 credits. 

Students are not allowed to complete the M.A. program by 
attending only summer sessions but are required to take a total of at 
least four courses (12 credits) during the regular academic year. 
Master of Arts in History 

All candidates for the M.A. in History are encouraged to pur- 
sue an individual course of study, developed in conjunction with a 
faculty advisor and selected by the student during the first year in 
the program. In making their selection of courses and seminars, stu- 
dents are urged to widen their chronological and cultural horizons 
while deepening and specifying one special area of concentration. 
Students must chose a major field and a minor field. As many as 
seven courses (twenty-one hours) can be taken in the major field. 
Major fields for the M.A. are American History, Medieval History, 
Early Modern European History, Modern European History 
(encompassing English, Irish, Continental European, Eastern 
European, and Russian), and Latin American History. The minor 
field is made up of a minimum of three courses (nine hours) at least 
one of which must be a graduate level course. Minor fields can be 
chosen from the same list of major fields or can be more conceptual 
or historiographical. Such fields, for example, could include a field 
in economic, social or labor history; or could concern race, gender 
or world history. Minor fields must be approved the Director of 
Graduate Studies. 

Students whose prior academic preparation is sufficient to 
warrant an exception be made to the above requirements may, with 
the consent of their advisor, ask Department permission to substi- 
tute a different proportion or variety of courses and areas than those 
generally required. The opportunity for study in a major or minor 
area is open to the extent that the Department offers sufficient 
course work in the student's area of interest. 

The possibility of study in departments outside Histon,' exists 
and, with the permission of the Graduate Director, a candidate 
whose advisor so recommends may earn as many as six credits in 
Classics, Economics, English, Political Science, Sociolog}', or other 
related disciplines. Graduate credits earned in a related discipline 
will be included in the distribution requirements for the appropri- 
ate area. 



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In addition to the general requirements for the M.A. degree, 
students in the History program are required to complete a seminar 
in their major area. They must also pass a foreign language reading 
examination, ordinarily in French, German, Russian, or Spanish. 
Another foreign language, when relevant to the research of the stu- 
dent, may be substituted with the permission of the Graduate 
Director. Students must also take an oral comprehensive examina- 
tion administered by the student's advisor and two additional 
faculty members, one from the major and one from the minor area. 

Students may complete the Master's degree with or without a 
thesis. Those wishing to write a thesis should complete all of the 
other requirements for the degree and then request permission. The 
thesis counts for six credits through HS 801, and must be approved 
by the candidate's major advisor. 

European National Studies 

The M.A. in History is also offered in a program on the his- 
tory and language of a single European nation. At present, 
programs are offered in British, French, German, Irish, Russian, 
and Spanish studies. Except as noted below, students in European 
National Studies must complete 36 credits of approved courses and 
pass an oral comprehensive examination. 

At least 18 credits must be in history, of which at least 6 cred- 
its should be generally European surveys (including one 
colloquium), and at least 9 credits in the history of one European 
nationality (including a seminar in which that national language is 
used for research). Except for those in British and Irish studies, stu- 
dents must complete at least 12 credits in appropriate foreign 
language and literature courses, and receive a high pass on a written 
examination in that language. Students with sufficient background 
to enter language courses at the intermediate level or above may be 
permitted to take only 6 credits of course work in language and lit- 
erature courses and then be exempted from 6 credits of work 
toward the degree. 

Students in Irish studies, in addition to 30 credits in history, 
Irish literature, and other relevant disciplines, must take 6 credits in 
beginning Irish Gaelic. Students in British studies must take a total 
of 30 credits in history, English literature, and other appropriate 
courses; and fulfill the Department's usual foreign language require- 
ment. 

Medieval Studies 

The Department of History offers a Master's degree in 
Medieval Studies for students planning to pursue advanced studies 
in the medieval field at Boston College or at other institutions. 
Students interested in this course of study will be expected to take 
at least nine hours in Medieval History, and at least six hours of 
graduate study in one of the related areas. The attention of History 
majors is directed to courses in medieval subjects offered by other 
departments. If the student is doing a thesis, it will be written 
under the direction of a member of the History Department and 
will be read by a member of the department in the related field of 
study. In addition to the language requirements of the Department, 
the candidate will be expected to know Latin. All other require- 
ments for the M.A. degree will remain in effect. 

Doctor of Philosophy in History 

The Ph.D. is a research degree and requires special commit- 
ment and skills. While the degree is not granted for routine 
fulfillment of certain regulations, nor for the successful completion 
of a specified number of courses, there are certain basic require- 
ments. However, these may be modified as individual circumstances 
warrant. 



Course and Residency Requirements: Students entering directly 
into the Ph.D. program are required to complete 42 credits, 36 of 
which are to be earned prior to taking comprehensive exams. The 
last six credits are to be earned by taking the Dissertation Seminar 
(3 credits) and the Readings and Research (3 credits) course 
directed toward the dissertation with the major professor. All stu- 
dents in the Ph.D. program are required to pursue two semesters of 
full-time study during the first year and must, in the course of their 
studies, complete at least two seminars (one of which may be the 
Dissertation Seminar), and at least two colloquia (one in the major 
and one in a minor area). 

Faculty Advisor: During the first semester of full-time study, 
the doctoral student will pick a faculty advisor, who will oversee the 
student's progress in preparing for comprehensive exams and in 
developing a dissertation topic. 

Plan of Study: By the conclusion of the first semester, and after 
full consultation with the advisor and the Director of Graduate 
Studies, the student shall file a plan of study leading to the compre- 
hensive examination. This plan of study will consist of three areas 
of concentration. One of these areas will be designated as the major 
area. From within this major area, the student shall choose two 
fields of study. Because the student will be expected to develop a 
mature understanding of this major area as a whole, one of these 
two major fields should be general in nature. The student shall then 
select one field of study from each of two additional areas of con- 
centration. Usually, faculty will require that students take at least 
some formal course work in each field, and will expect students to 
develop and master a reading list of important books and articles 
that has been agreed to by the student. With the approval of the 
advisor and the Director of Graduate Studies, the student may 
offer, as one of the two minor areas, a discipline related to history 
or a topic within that cuts across traditional geographical or 
chronological boundaries. When considered necessary to the stu- 
dent's program, the department may require advanced-level work in 
a related discipline either as a minor field or as supplemental work. 
This plan of study may be reviewed, evaluated, and revised when- 
ever necessary. However, changes must be approved by the advisor 
and the Director of Graduate Studies. 

Areas and Fields: The areas and fields a student may choose to 
study are listed below. 

Substitution of other areas of study must be approved by the 
Graduate Committee of the Department. Approval will be based 
upon the availability of appropriate faculty at Boston College or at 
the schools involved in the Consortium program — Brandeis 
University, Boston University, and Tufts University. 

Language Requirements: The student must demonstrate a read- 
ing knowledge of at least two foreign languages — usually French, 
German, Russian, or Spanish. Substitution of another foreign lan- 
guage may be permitted upon recommendation of the student's 
advisor and with the approval of the Director of Graduate Studies. 
The language requirement must be fulfilled prior to taking compre- 
hensive examinations. 

Students who select Medieval History as their major area must 
pass an additional qualifying examination in Latin (and/or Greek 
for Byzantine History) before taking the comprehensive examina- 
tion. Students concentrating in American History may substitute 
competency in a field of particular methodological or theoretical 
relevance to their program of study for competency in a second for- 
eign language. To do so, students must petition the Graduate 
Committee for the substitution and explain the nature of the field 
and its importance to the plan of study, particularly the disserta- 



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tion. It will be the responsibility of the student's major professor to 
assess and certify that the student has acquired the appropriate skills 
and knowledge. 

The Comprehensive Examination: The student's oral compre- 
hensive examination will be conducted by an examining board 
composed of four faculty members, two from the student's major 
area and one each from the two minor areas. A written examination 
may be required at the joint discretion of the student and the stu- 
dent's committee. 

The comprehensive examination is not restricted to the con- 
tent of graduate courses, but will be more general in nature. While 
it is expected that the student will have, by the time of the examina- 
tion, a thorough grasp of the significant historiography in the three 
areas of study, the examination itself is more directly concerned 
with the maturity of the student's comprehension and with the abil- 
ity to analyze, interpret, and evaluate information adequately. 

The Dissertation: Students are encouraged to develop a disser- 
tation topic before taking and passing comprehensive exams. The 
last six credits earned for the degree taken after the comprehensive 
exams will be focused explicitly on the dissertation. These should 
include the Dissertation Seminar and independent research with 
the major advisor. Ordinarily, these will be done after student has 
taken comprehensive exams. Dissertation proposals must be 
approved by the faculty advisor, who serves as its director, and by 
the Graduate Committee of the Department, and should be com- 
pleted by the end of the semester following the passing of 
comprehensive exams. The dissertation itself must be approved by a 
committee of three readers, the director and two other faculty 
members, approved by the Director of Graduate Studies. It must 
also be defended in an oral examination to which the entire gradu- 
ate faculty in History is invited. 

Application to the M.A. and Ph.D. Programs 

The deadline for applications to the graduate programs in 
History is February 1. The Department does not ordinarily make 
decisions in the fall for January admissions. Note: Priority in the 
awarding of financial aid is usually given to students applying to the 
Ph.D. program. Students who ultimately plan to pursue a Ph.D. 
should therefore consider applying directly to the doctoral program. 
Packets containing application materials can be obtained by writing 
or calling the Director of Graduate Study, History Department. 
Along with the forms in the packet, all applicants should submit 
the following materials: (1) scores of the Graduate Record Exam 
(the history subject test is not required); (2) a succinct typed state- 
ment outlining your reasons for pursuing graduate study in history; 
(3) a sample of your historical writing (a paper written for a recent 
course or one written expressly for the application); and (4) three 
letters of recommendation. 

Students interested in the Doctoral or Masters program should 
write to: 

Director of Graduate Studies 

History Department 

Boston College 

Chestnut Hill, MA 02167 

e-mail: conneela@bc.edu 

Fields of Study in the Doctoral Program 
American History 

• American History 1877 

• American History since 1860 

• Intellectual History 

• Social and Economic History 

• Urban History 



Race and Ethnicity 

Diplomatic History 

Gender and Women's History 
Medieval History 

Social and Economic History 

Cultural and Religious History 

Anglo-Saxon and Carolingian History 

Anglo-Norman and Angevin History 

Byzantine History 
Early Modern European History 

Religious History 

Intellectual and Cultural History 

Social and Economic History 

Gender and Women's History 

Early Modern Britian 

Early Modern France 

Early Modern Ireland 

Early Modern Spain 

Modern European History 

Modern Europe, 1789-1914 
Modern Europe, 1870-1945 
Contemporary Europe 
Intellectual and Cultural History 
Social and Economic History 
Diplomatic History 
Imperialism 
Modern Britain 
Modern France 
Modern Germany 
Modern Ireland 
Modern Italy 
Russian and Eastern Eiuropean History 
Eastern Europe 

Pre-Revolutionary Russian History 
Soviet History 
Polish History 

Latin American History 

Colonial Latin American History 
Modern Latin American History 
Central American/Caribbean History 
South American History 
Mexican History 

Other Areas 

(Minor only) 

• History of China 

• African History 

• Middle Eastern History 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

HS 001-002 Modern History I and II: Cultural and Institutional 

History (Fall/Spring: 3) 

Followed in spring semester by HS 002 

This course, although intensive and demanding, is designed 
for any student (major or non-major) who is interested in tracing 
the evolution of western society to the present day. It presents an 
interpretation of the broad lines of historical development from 
about 1500 to the present day. Special emphasis will be paid to the 
social, political and institutional stresses and changes, with atten- 



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tion also to the relation of these factors with the world of ideas and 
the arts. Special topics will also include the rise of absolute states, 
warfare and diplomacy in the old regime, the Enlightenment, the 
French Revolution, the search for new authorities as represented by 
the ideologies of conservatsmism, liberalism, communism and fas- 
cism. 

John Rosser 
John L. Heineman 

HS 005-006 Modern History I and II: Social and Economic 
Development I and 11 (Fall/Spring: 3) 
Followed in spring semester by HS 006 

This course traces the changes that have created today's world 
out of the very different world of the late Middle Ages. We will 
examine the move from a unified Christendom to a divided Europe 
and study the grovnh of a bureaucratized and controlling state and 
a capitalist market economy. We will also analyze the changing 
social structure of Europe, the interactions between Europe and the 
wider world, the urbanization and industrialization of Europe, the 
struggles between the proponents and critics of Protestantism, con- 
stitutionalism, and capitalism, the causes and consequences of wars 
and revolutions, and the impact of social and economic changes on 
the West. The first semester of the course will cover the period from 
the late Middle Ages to the French Revolution. The second semes- 
ter of the course will cover the period since the French Revolution. 
Robin Fleming 
Paul Spagnoli 

HS Oil Modern History I: Political and Social History I (Fall: 3) 
Followed in spring semester by HS 012 

This course will survey the major developments in Europe 
from the Renaissance to the French Revolution. Emphasis will be 
placed upon social and cultural developments, particularly as seen 
through overseas expansion and the formation of the modern state. 
Lawrence Wolff 



HS 012 Modern History II: Political and Social History II 
(Spring: 3) 

This course will survey the major developments in modern 
history from the French Revolution to the collapse of the Soviet 
Union. Emphasis will be placed upon the social and cultural devel- 
opment of European states and societies, imperialism, war, fascism 
and communism, decolonization, and the Cold War. 
Paul Breines 

HS 015-016 Modern History I and II: Cultural History of 
Modern Europe I and II (Fall/Spring: 3) 
Followed in spring semester by HS 016 

This course examines the interactions of the persons, ideas, 
institutions, and movements that have shaped the European experi- 
ence from the Renaissance through the Reconstruction of Europe 
after World War II. The special emphasis during the first semester 
will be on the Renaissance, and the Reformation, the discoveries of 
explorers and scientists, and the Enlightenment. The second semes- 
ter of the course will cover the period since the French Revolution. 
Rev. Francis Murphy 

HS 019-020 Modern History I and II: Political and Intellectual 
History I and II (Fall/Spring: 3) 
Followed in spring semester by HS 020 

This course treats the history of the European world since 
1500, emphasizing religious, intellectual, and political develop- 
ments. Topics covered in-depth include the search for new 
intellectual and religious authorities in the Renaissance and 
Reformation; state building and constitutional conflicts in England 
and France; the scientific revolution; the Enlightenment; and 
Eighteenth Century revolutions. Throughout the course, ideas and 
institutions will be explored within clearly defined social contexts. 
Attention will also be devoted to women's lives and questions of 
gender within the religious and political debates of the era. The sec- 
ond semester of the course will cover the period since the French 
Revolution. 
Virginia Reinburg 
Raymond T. McNally 

HS 023-024 Modern History I and II: Social and Cultural 
History I and II (Fall/Spring: 3) 
Followed in spring semester by HS 024 

This course surveys the evolution of western Europe from the 
end of the Middle Ages through the 1989 collapse of the Soviet 
Empire. Special attention is given to the following issues: the tri- 
umph of liberal capitalism, the rise of the bourgeoisie, the 
development of the modern state, the emergence of new forms of 
conquest and domination over the natural and non-European 
worlds. We will examine these aspects of the West's development 
with particular emphasis on gender, race, class, and other forms of 
difference. The first semester will cover the period from the 
Renaissance through the French Revolution. The second semester 
will cover the period since the French Revolution. 
Burke Griggs 
The Department 

HS 027-028 Modern History I and II: Political and Cultural 
History of Modern Europe I and II (Fall/Spring: 3) 
Followed in spring semester by HS 028 

This course surveys the historical development of Europe from 
the Renaissance to the present with the intention of explaining how 
the unique western society in which we live today came into being. 
The great expansion of European power and culture since 1500 has 
made the development of Europe a key to understanding the mod- 



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ern world as a whole. The first semester will cover the period trom 
the Renaissance through the French Revolution. The second semes- 
ter will cover the period since the French Revolution. 
The Department 

HS 031-032 Modern History I and II: Europe and the Atlantic 
Community I and II (Fall/Spring: 3) 
Followed in spring semester by HS 032 

This course is a study of the Atlantic community and its role 
in the emergence of the world economy since 1500. Topics to 
receive primary consideration include (first semester) the structure 
of traditional European and American societies, the impact of 
European expansion on European and American society and econ- 
omy, the emergence of colonial America, and the age of revolution. 
The second semester of the course will focus upon the industrial 
revolution and the Atlantic orientation of development; the devel- 
opment of liberal democracy; socialism and fascism; and the era of 
decolonization and national liberation. 
Alan Rogers 
The Department 

HS 041 Modern History I: Political and Social History I (Fall: 3) 
Followed in spring semester by HS 042 

This course will survey the major developments in Europe 
from the Renaissance to the collapse of the Soviet Union. Emphasis 
will be placed upon social and cultural developments, particularly 
as seen through overseas expansion and the formation of the mod- 
ern state. The first semester of the course will cover the period from 
the Renaissance through the French Revolution. 
The Department 

HS 042 Modern History II: Political and Social History II 
(Spring: 3) 

This course will survey the major developments in modern 
history from the French Revolution to the collapse of the Soviet 
Union. Emphasis will be placed upon the social and cultural devel- 
opment of European states and societies, imperialism, war, fascism 
and communism, decolonization, and the Cold War. 
The Department ' 

HS 045-046 Modern History I and II: Social and Political 
Evolution I and II (Fall/Spring: 3) 
Followed in spring semester by HS 046 

This is a study of European social and political history from 
1500 to the present. Special emphasis will be placed on nation- 
building, European expansion, alternate economic systems, the role 
of the lower classes, the impact of military technology, the persecu- 
tion of minority groups, the revolt of the colonies, and the 
changing position of women. The first semester will cover the 
period from the Renaissance through the French Revolution. The 
second semester will cover the period since the French Revolution. 
Ellen Friedman 
Roberta Manning 

HS 05 1 Modern History I: Political and Social History I (Fall: 3) 
Followed in spring semester by HS 052 

Corequisites: HS 053 Discussion Section 

This course will survey the major developments in modern 
history from the Renaissance through the French Revolution. 
Emphasis will be placed upon the social and cultural development 
of European states and societies, European overseas expansion and 
the birth of modern politics. 
The Department 

HS 052 Modern History II: Political and Social History II 
(Spring: 3) 

Corequisites: HS 054 Discussion Section 



This course will survey the major developments in modern 
history from the French Revolution to the collapse of the Soviet 
Union. Emphasis will be placed upon the social and cultural devel- 
opment of European states and societies, imperialism, war, fascism 
and communism, decolonization, and the Cold War. 
The Department 

HS 059-060 Modern History I and II: Europe in the World I and 

II (Fall/Spring: 3) 

Followed in spring semester by HS 060 

This course explores the ways in which Europe has related to 
the rest of Eurasia, particularly, the Middle East, the Indian 
Subcontinent, and China and Japan. Of central importance is the 
rise of northwestern Europe to create and dominate the modern 
world system. We will examine such topics as the growth of modern 
state authority, the challenge of Ottoman power, the disintegration 
of Christian unity, the complex implications of science, European 
expansion, the Enlightenment project, the French Revolution, the 
causes of the first Industrial Revolution, the socialist challenge, the 
rise and fall of the "new imperialisms," nationalism, and counter- 
nationalism, the world wars, facism, the welfare state, the cold war, 
and the implications of its end for the future of Europe and the 
world. The first semester will cover the period from the Renaissance 
through the French Revolution. The second semester of the course 
will cover the period since roughly 1800. 
Benjamin Braude 
The Department 

HS 063 Modern History I: Institutional and Cultiural History of 
Modern Europe I (Fall: 4) 

This intensive course is designed for honor students (whether 
major or non-major) who are interested in tracing the evolution of 
Western society to the present day. It presents an interpretation of 
the broad lines of historical development since about 1500. Though 
mainly focused on Western Europe, it argues that the expansion of 
European power and influence that began in the sixteenth century 
and continues to this very day makes knowledge of these European 
developments essential to an understanding of the non-European 
world as well. Emphasis will be placed on interrelationships 
between the world of ideas and the arts on one hand, and the polit- 
ical, social and institutional stesses and changes that followed. In 
the first semester, major topics will include the rise of absolute 
bureaucratic nation-states, the organization of society and of work 
in the Old Regime, and the rising pressure for change and reform 
in the eighteenth century. 
Thomas Perry 

HS 081 Modern History: Political and Social History I (Fall: 3) 
Followed in spring semester by HS 082 

This course will survey the major developments in modern 
history from the Renaissance through the French Revolution. 
Emphasis will be placed upon the social and cultural development 
of European states and societies, European overseas expansion and 
the birth of modern politics. 
The Department 

HS 082 Modern History: Political and Social History II 
(Spring: 3) 

This course will survey the major developments in modern 
history from the French Revolution to the collapse of the Soviet 
Union. Emphasis will be placed upon the social and cultural devel- 
opment of European states and societies, imperialism, war, fascism 
and communism, decolonization, and the Cold War. 
The Department 



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HS 093 Modern History I: Political and Social History I 

(Spring: 3) 

This is a reverse sequence section of the Core. This is the first half 

of the history Core, although it is taught during the second 

semester. 

This course will survey the major developments in modern 
history from the Renaissance through the French Revolution. 
Emphasis will be placed upon the social and cultural development 
of European states and societies, European overseas expansion and 
the birth of modern politics. 
The Department 

HS 094 Modern History II: Political and Social History II 

(Fall: 3) 

This is the second part of the Core, but it is given in the fall 

semester. 

This course will survey the major developments in modern 
history from the French Revolution to the collapse of the Soviet 
Union. Emphasis will be placed upon the social and cultural devel- 
opment of European states and societies, imperialism, war, fascism 
and communism, decolonization, and the Cold War. 
The Department 

Undergraduate Electives for Non-Majors 

All courses above 100 require as a prerequisite the successful 
completion of the Core (HS 001 through HS 094). Most of the fol- 
lowing electives, though taught as year long courses, may be taken 
for one semester only. Students should consult the department or 
the individual professor for advice. 

HS 100 Major Political Rivalries in American History (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

Beginning with the contest between Andrew Hamilton and 
Thomas Jefferson for control of national policy in the first years of 
the new republic, conflicting ambitions and beliefs among major 
political figures have both shaped and reflected major developments 
in the history of the United States. This course will examine several 
of these rivalries, including the Hamilton-Jefferson clash; Andrew 
Jackson's struggles against John C. Calhoun, Henry Clay and 
Daniel Webster; the face-off between Stephen Douglas and 
Abraham Lincoln; Theodore Roosevelt versus Woodrow Wilson; 
Franklin Roosevelt and Huey Long; and John Kennedy and 
Richard Nixon. 
Mark Gelfand 

HS 110 Germans and the Holocaust: A Historical Re-examina- 
tion (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

In what seems to have become an endless stream of publica- 
tions, historians, political scientists, theologians, psychologists and 
politicians continue to argue about the nature of and responsibility 
for the systematic murder of millions of Jews, Gypsies, Slavs and 
other minorities during the Nazi occupation of Europe in World 
War II. This non-major elective offers an historical approach to 
understanding the tragic phenomenon called "The Holocaust." 
Three aspects will be studied; the historical background, the evolu- 
tion of the murder-process, and finally an analysis of the 
contemporary academic controversy. 
John L.Heineman 

HS 1 1 1 The War in Vietnam (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

After a brief survey of Vietnamese history with particular 
emphasis on the French colonial period, this course will examine 
U.S. involvement in Vietnam from 1945 to 1975. It will use as its 
central core the thirteen-part PBS series on Vietnam, one segment 



of which will be shown during one class period each week. Lectures 
will be topical and include discussions of political and religious 
elites in South Vietnam, the distinctions between post-colonial 
nationalism and international communism, differences in leader- 
ship styles and their implications, this war compared to other U.S. 
wars, draft-resistance and desertion, anti-war activism in the U.S. 
and the literature and art of the war. Guest lecturers will occasion- 
ally appear. 
Carol Petillo 

HS 114 Stalin (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

Who was Joseph Stalin? A psychotic egomaniac whose politi- 
cal persecutions rival those of Pol Pot and Adolf Hitler? An astute, 
but harsh statesman who engineered Russia's rapid industrialization 
and laid the groundwork for the USSR's remarkable victory in 
World War II and its subsequent status as a superpower for half a 
century? WTiat do newly declassified Russian archives have to tell us 
about this most reclusive and secretive of modern dictators, who 
cast a large shadow over the history of the twentieth century and 
who is still worshipped, hated and feared like no one else in the for- 
mer Soviet Union. 
Roberta Manning 

HS 130 History of Boston (Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

A survey of Boston from the 1820s to the present as it has 
changed from a town to a city to a metropolitan center. A full range 
of topics will be covered including the city's physical growth, politi- 
cal conflicts, social structure, literary achievements, architectural 
splendor, economic growth, social turmoil, and contemporary 
problems. The course will emphasize the traditions and changes 
that have made Boston the influential and exciting place it is and 
how and why the diverse population has responded. 
Andrew Bunie 

HS 148 Introduction to Feminisms (Fall/ Spring: 3) 

Cross-listed (EN 125) (PS 345) (SC 225) 

Prerequisites: Any two semesters of HS 001 through HS 094 

This class will introduce students to terms and concepts that 
ground feminist theory and gender analysis, to a range of issues that 
intersect with gender in various ways (e.g., nationalism and post 
colonialism, health, labor, sexuality, race, family), and to some clas- 
sic texts in Women's Studies. It will also combine a brief historical 
overview of the development of first, second, and third wave 
women's movements, with an examination of their critiques by 
women of color Finally, we will follow selected stories in the news 
that bear on the themes of the course. 
Ellen Friedman 

HS 149 Balkan Civilizations (Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

A study of the non-western historical civilizations of the 
Balkan nations including Bulgaria, Romania, Greece, Serbia, and 
Turkey. The course consists of three parts: (1) early Slavic and 
Turkish history with an emphasis on differing languages, cultures, 
and ethnicities; (2) religious and intellectual aspects of the modern 
histoiy of these non-western nations, especially the influences of 
Eastern Orthodox Christianity and Islam; (3) nation-building and 
the current political problems, especially ethnic and religious 
conflicts in the Balkan states. 
Raymond T McNally 

HS 153 History of China (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 



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A survey of Chinese history from the Classical Age to the pre- 
sent with emphasis on ideas and institutions and with attention also 
to social, political, and international developments. 
Silas Wu 

HS 154 History of Modern Japan (Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

A survey of modern Japanese history from the seventeenth 
century to the present. Major subjects include the legacy of the 
Tokugawa era, the Meiji Restoration, rise of ultra nationalism and 
militarism. World War II, occupation and post-war spectacular 
recovery, as well as Japan's status and problems as an economic 
superpower. 
Silas Wu 

HS 181-182 American Civilization (Fall/Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

A survey of the political, social, economic, and intellectual 
developments that have shaped and influenced the growth of the 
United States from a colonial appendage to a world power. The 
course seeks to provide a firm chronological foundation for the 
study of the American past, but seeks to go beyond narrative and to 
provide analytical insights into the institutions, society, economy, 
and ideas upon which American Civilization is founded. 
Consideration will be given to continuity, change, and conflict in 
American society. 
The Department 

HS 207 Islamic Civilization in the Middle East (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

Islam has been a dominant element in the Middle East since 
Muhammad first preached in Mecca at the beginning of the seventh 
century. Muhammad was both prophet and statesman and the 
impact of this joint mission has been felt through the centuries 
down to the AyatoUah Khomeini in recent times. What have been 
the major achievements of the religio-centric culture at the strategic 
cross-roads of Asia, Africa, and Europe? This course seeks to answer 
these and other related questions as it explores the relation of Islam 
to the religions of late antiquity, the religious system of Islam, polit- 
ical and military trends, social and economic tensions, and 
movements for reform and religious revival. 
Benjamin Braude 

HS 210 Shakespeare's England, 1461-1603 (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

This is not a class for the faint hearted. Henry Tudor put an 
end to the Wars of the Roses and silenced its warring noble tribes. 
Henry VIII married six times, killed wild animals, decapitated two 
of his wives and Sir Thomas More, plundered nunneries and 
monasteries, and invaded France. His daughter Mary, not to be 
outdone, married a Spaniard and burned hundreds of Protestant at 
the stake. Elizabeth executed Mary Queen of Scots and as the 
"Virgin Queen" exploited her sexuality in international politics. Yet 
through all of this chaos England achieved its high renaissance, 
becoming righteously Protestant and culturally confident in the 
pursuit of its national mission. This course draws heavily upon the 
literature of Tudor England, employing works from Elyot, More, 
Foxe, Shakespeare, Spenser, Sidney and Marlowe in order to convey 
its social, religious, and cultural tensions. 
Burke Griggs 

HS 211 Revolutionary Britain, 1603-1689 (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

This course surveys the history of the British Isles during its 
most turbulent, terrifying, and exhilarating period, when religious 
hatreds, social tensions, and political conflicts led civil wars in 



England and Ireland. This course will employ the literature of the 
period in order to convey the social and religious tensions that 
made English culture so dynamic — the works of Shakespeare, 
Jonson, Donne, Milton, Hobbs, Marvel, Pepys, Locke, Bunyan, 
Dryden, Defoe, and Swift. As such this course is of critical impor- 
tance to English and philosophy majors 
Burke Griggs 

HS 213 U.S. Foreign Policy and South Africa (Fall: 3) 
Cross listed with BK 365 

See course description in the Black Studies department 

James Woodard 

HS 214 Modern Southern Africa (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

Conflicts between Africans and European settlers in southern 
Africa have deep historical roots. Beginning with the first encoun- 
ters between European and African societies, the course examines 
the expansion of European dominance, the politics and economics 
of racial inequality, and the resulting African protest movements 
and guerrilla warfare. The course covers South Africa, Angola, 
Mozambique, and Zimbabwe with an emphasis on the nineteenth 
and twentieth centuries. 
David Northrup 

HS 215 Gay and Lesbian History 1895-1995 (Fall: 3) 

Prerequisites: P^ two semesters of HS 001 through HS 094 

The course has several aims: first, to examine aspects of the 
history of gay and lesbian people, movements, consciousnesses, sen- 
sibilities, and styles over the past century, focusing on experiences in 
France, Germany, England and the U. S.; second, to examine ways 
in which studying homosexuality historically makes it possible to 
approach what has been called History (as if sexuality were not 
involved) as, in part, the history of heterosexuality; and third, to 
examine some of the features and functions of fears about homosex- 
uality and homosexual people. 
Paul Breines 

HS 221 History of the Catholics of Ulster, 1603-1998 (Fall: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course surveys the history of the Ulster Catholics from 
the end of the Gaelic order and the Ulster Plantation to the 
Northern Ireland Troubles of the 1970s-90s. The course will exam- 
ine how the Catholic and Protestant communities interacted with 
each other (both positively and negatively) and how — despite sec- 
tarian undercurrents — they came increasingly to resemble each 
other. 
Marianne Elliott 

HS 224 Historical Archeology (Spring: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

Of what' use is archeology to the historian? How do the goals 
and techniques of historical archeology complement those of tradi- 
tional historical research? How has historical archeology developed 
since the early nineteenth century, when it was little more than 
treasure-hunting for European museums? In exploring these and 
other questions, our attention will focus on ancient Egypt, on the 
ancient and medieval Mediterranean, and on the Americas. 
John Rosser 

HS 238 Arts in American History (Spring: 3) 
Cross listed with FA 364 
Prerequisites: Any two semesters of HS 00 1 through HS 094 

An interdisciplinary investigation of the representation of his- 
tory in art, and the role of art as a part of history. The team-taught 
course will focus on American art and history from the Civil War to 



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the present. By combining faculty from the departments of history 
and fine arts, we hope to elucidate the problems of using art as a 
historical document. 
Alan Lawson 
Charles Colbert 

HS 245 Jacksonian America (Fall: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

A study of the development of new political ideologies, chang- 
ing economic and social patterns during the 1830's and 1840's, 
with special emphasis upon New England and the northeast. 
Thomas H. OConnor 

HS 246 British Society and Literature in the First World War 
(Fall: 3) 

Cross listed with EN 427 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course will explore the British experience of the First 
World War and its immediate aftermath, concentrating on the 20 
years from 1910 to 1930. We will read both historical and literary 
texts, tracing the shifts in social sensibilities and literary forms 
which emerged, and studying the condition of British society as the 
War began, the experience of prolonged trench warfare, and the 
ways the War changed the lives of individual Britons. 
Rosemarie Bodenheimer 
Peter Weiler 

HS 252 History of the American West (Fall: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

This course surveys the economic, political, social, and cul- 
tural development of the trans-Mississippi west. Topics to be 
covered include Indian-white relations; western explorations and 
migrations; economic development; land policies; the mining, 
ranching, and agricultural frontiers; violence and vigilantism; the 
conservation movement; the impact of the depression and World 
War II; and the rise of the Sunbelt. 
Marilynn Johnson 

HS 253 Law and American Society (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

An examination of the role of the law in American life from 
colonial times to the present. This course is designed to acquaint 
the student with the influence of legal institutions upon the devel- 
opment of American political, social and economic patterns. Special 
attention will be given to the part played by the legal profession in 
the shaping of American society. This is not a course on the fine 
points of judicial logic, but a study of how Americans have viewed 
the law and use it to achieve their vision of a good society. 
Mark Gelfand 

HS 261 Barbarian Europe (Spring: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

Europe from its emergence as an identifiable society in post- 
Roman times to the beginning of the age of Humanism and world 
exploration. Political, economic, religious, and cultural develop- 
ments will be studied as inter-related aspects of the increasingly 
dynamic society that, after overcoming its setbacks in late medieval 
times, was to galvanize world history. 
Robin Fleming 

HS 267 Modern Latin America (Spring: 3) 
Satisfies the Cultural Diversity Core requirement 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

This course explores the political and social consequences of 
independence and the building of national states in former colonies 
still deeply dependent within the international economy; the long 
endurance and final abolition of slavery in Brazil and Cuba; the 



emergence of U.S. economic imperialism and military intervention- 
ism, with the revolutionary responses in Cuba in 1898 and in 
Mexico in 1910; the consolidation of the American empire after 
World War II; and the revolutionary challenges in Cuba and 
Central America. ' 

Deborah Levenson-Estrada 

HS 268 Culture, Race, and Social Structure in Colonial Latin 
America (Fall: 3) 

Satisfies the Cixltural Diversity Core requirement 
Prerequisites: Any two semesters of HS 00 1 through HS 094 

This class is a survey of three centuries, from the initial 
Caribbean encounter of Iberian, African, and Indigenous cultures 
and races, to the birth of Latin America's independent — culturally 
and racially-mixed nations. Attention is given to the institutions, 
cultures, attitudes, and fortunes of Spaniards and Portuguese; 
Aztecs, Mayas, and Incas; and African slaves — thereby revealing the 
roles played in colonial society by a wide variety of peoples. 
Matthew Restall 

HS 271 History of Poland (Spring: 3) 

Prerequisites: hnj two semesters of HS 001 through HS 094 

A survey of Polish history from the Middle Ages to the twenti- 
eth century. The main themes will be the partitions of Poland 
which destroyed the Polish republic in the eighteenth century, 
Poland's extraordinary political constitution before the partitions, 
the crucial experience of political non-existence after the partitions, 
Poland's fateful international geographic position between Germany 
and Russia, the richness of Polish culture and its relation to Poland's 
political policies, the special role of the Catholic Church in Polish 
politics and culture throughout Polish history, and the conse- 
quences of Communism in Poland in the twentieth century. 
Lawrence Wolff 

HS 272 Introduction to Russian, Soviet and East European 
Studies (Fall: 3) 

Open to freshmen and sophomores 

Upper class students will be admitted with the permission of the 
instructors 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course provides the student with the key themes, theo- 
ries, and approaches necessary for further detailed study of Russia, 
the USSR, and the East European states. The major findings and 
methods used by specialists in various disciplines will be previewed 
and presented. Students can get credit in either the Political Science 
or the History department. For history credit, the History Core is a 
prerequisite, but the Core may be taken simultaneously with this 
course. 

Kathleen Bailey 
Raymond T. McNally 

HS l^l-l^A Afro-American History I and II (Fall/Spring: 3) 
Cross listed with BK 104 

See course description in the Black Studies Department. 
Karen K Miller 

HS 298 West Africa (Fall: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

An historical introduction to the peoples of Atlantic Africa 
between the Sahara and the Congo river from antiquity to the pre- 
sent. The first third of the course traces the development of African 
societies and their contacts with Islamic and Western peoples before 
1800. The dramatic economic, political, and cultural changes of the 
nineteenth century are the subject of the middle section, while the 



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final part examines the effects of twentieth-century European colo- 
nialism and the difficult circumstances faced by the twenty-two 
western African states since regaining independence. 
David Northrup 

HS 299 Readings and Research: Independent Study 
(Fall/Spring: 3) 

Prerequisites: Permission of professor and Director of Undergraduate 
Studies; any two semesters of HS 001 through HS 094 

Students who wish to pursue a semester of directed readings 
with individual faculty members under this category must secure 
the permission of the faculty member and the Director of 
Undergraduate Studies. Lists of faculty members and their fields 
can be obtained from the Department. 
The Department 

HS 300 Study and Writing of History (Fall: 3) 
Each section offers a different topic. 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 

Courses numbered HS 300 are open to History majors and 
are required of majors in the Class of 1995 and thereafter. The pur- 
pose of these courses will be to introduce students to the 
methodology and process of writing history by focusing on a topic 
for which a body of source material is readily available. Each stu- 
dent is expected to use pre-selected documented material, 
government documents and to prepare a major research paper. 
The Department 

HS 300.10 The Study and Writing of History: The Atlantic Slave 
Trade (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 

This course will introduce history majors to the methods and 
conventions of the discipline of history. Students will learn how to 
find and to evaluate historical evidence and will explore different 
historical specializations (demographic, economic, intellectual, 
political, and social history) through examples chosen from the 
study of the trade Europeans conducted in African slaves across the 
Atlantic to the Americas from the sixteenth to the nineteenth cen- 
tury. 

David Northrup 

HS 300.16 The Study and Writing of History: Capital 
Punishment (Fail: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 

Students will write a research paper focusing on a 
Massachusetts murder case, analyzing the legal, political and social 
issues involved in capital punishment. 
Alan Rogers 



HS 300.27 Study and Writing of History: World War I and 
Society (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status. 

When war broke out in 1914 most thought it would be a tra- 
ditional one, based on power politics and destined to be brief. 
When it ended four years later almost 9 million had been killed, 
huge tracts of land devastated, four great empires destroyed, many 
social and political structures changed. Many of the issues raised 
and arguments used at the Peace Conference seemed to bear no 
relationship to the origins of the war. In this course students will 
examine some of the forces that caused these changes — propaganda, 
public opinion, attitudes of civilians and combatants, etc. Each stu- 
dent will write a research paper and read and critique others. 
Marie McHugh 

HS 300.36 Study and Writing of History: Race and Identity 
(Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 
Karen K. Miller 

HS 300.41 The Study and Writing of History: Imperial Rome 
(FaU: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 

The course will investigate the Roman Empire at its height, 
from A.D. 14-180. Certain themes will be explored, including the 
role of the emperor and of the imperial court, military conquest, 
the rise of Christianity, slavery, and daily life. The emphasis of the 
course is on the textual analysis of primary sources (in translation), 
including the works of Tacitus, Suetonius, Pliny the Younger, St. 
Paul, Celsus, and Josephus. Artistic and archeological sources 
(including Pompeii and Hadrian's Wall) will also be used to aid our 
historical understanding of the period. 
John Rosser 

HS 300.52 The Study and Writing of History (Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 
The Department 

HS 300.53 The Study and Writing of History (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 
The Department 

HS 300.54 The Study and Writing of History: Margaret Thatcher 
and (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 

Margaret Thatcher was not only Britain's first woman prime 
minister but the most innovative politician in Britain since at least 
1945. Her impact was felt in the style and rhetoric of politics, in 
public policy toward welfare, the unions and the economy, and in 
international relations. This course will allow students the opportu- 
nity to write papers on one or another aspect of Thatcher's career 
and/or impact. 
James Cronin 

HS 300.55 The Study and Writing of History: Violence in 
America (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 

This course explores the fundamentals of the historian's craft 
through case studies of collective violence in nineteenth century 
and twentieth century America. We will read some of the latest his- 



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torical literature dealing with incidents of violence including strikes, 
political protests, racial and ethnic riots, and vigilantism. Using pri- 
mary sources such as congressional investigations, riot reports, 
personal memoirs, newspapers, and periodicals, students will write 
a major research paper analyzing a selected historical incident. 
Marilynn Johnson 

HS 300.58 The Study and Writing of History: The French 
Revolution (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094; his- 
tory major status 

This course will explore the study and writing of history 
through an exmination of the French Revolution. Students will read 
and discuss historians' writings on this topic and complete a major 
research paper based on historical documents from the period: laws, 
parliamentary debates, pamphlets, memoirs, letters, speeches, peti- 
tions, newspaper articles, diplomatic correspondence. 
Paul Spagnoli 

HS 691 Honors Project and Thesis (Fall: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

Proposals should be submitted, accompanied by a supporting 
letter from the directing faculty member to the Chairperson of the 
departmental Honors Committee no later than April 1 . All propos- 
als for honors projects must be approved by that committee. 
Completed honors theses are due in April of the senior year. 
The Department 

HS 692 Honors Project (Spring: 3) 
Prerequisites: Any TWO semesters of HS 001 through HS 094 

Proposals should be submitted, accompanied by a supporting 
letter from the directing faculty member to the Chairperson of the 
departmental Honors Committee no later than April 1 . All propos- 
als for honors projects must be approved by that committee. 
Completed honors theses are due in April of the senior year. 
The Department 
HS 694 Honors Thesis (Spring: 3) 

Students who have the approval of the Department to enroll 
in a special honors project will carry this course as the credit vehicle 
for the paper produced in that project. This course is open only to 
students who have been given approval to enroll in an honors pro- 
ject. (HS 691-692). 
The Department 

HS 695 Scholar of the College Project (Fall: 6) 

Prerequisites: Any two semesters of HS 001 through HS 094 

Proposals for possible designation as scholar's projects should 
be submitted to the Director of Undergraduate Studies early in the 
spring. Details of dates and required materials are available either 
from the Director's Office or from the office of the Dean of Arts 
and Sciences. All proposals must be approved by the Director and 
the Departmental Honors Committee. 
The Department 

HS 696 Scholar of the College Project (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

Proposals for possible designation as scholar's projects should 
be submitted to the Director of Undergraduate Studies early in the 
spring. Details of dates and required materials are available either 
from the Director's Office or from the office of the Dean of Arts 
and Sciences. All proposals must be approved by the Director and 
the Departmental Honors Committee. 
The Department 

HS 698 Scholar of the College Thesis (Spring: 3) 

Prerequisites: Any rwo semesters of HS 001 through HS 094 



Students who are enrolled in an approved Scholar of the 
College Project (HS 695-696) will carry this course as the credit 
vehicle for the final thesis submitted to the Department in comple- 
tion of that project. This course is open only to students who have 
been designated as candidates for the title of Scholar of the College. 
The Department 

Undergraduate and Graduate Course Offerings 

HS 303 The Rise of Modern China (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

This is a survey of Chinese political, social, and intellectual 
history from 1600 to the May Fourth Movement (Intellectual 
Revolution) around 1919, with special attention to Western impact 
on China's domestic development from the mid-nineteenth to the 
early twentieth century. 
Silas Wu 

HS 304 Twentieth Century China (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

The course will first provide an overview of the political, 
social, and intellectual histor)' of China in the twentieth century 
from 1900 to the present; it will then focus on an analyses of cru- 
cial issues during the period of the Republic of China from 1912 to 
1949. The period of the People's Republic since 1950 will also be 
covered. A full treatment of the history of Chinese Communism 
will be given in HS 305. 
Silas Wu 

HS 318 Post Slavery Caribbean (Spring: 3) 
Cross listed with BK 318 

Prerequisites: Any two semesters of HS 001 through HS 094 

This course examines the political, economic and social evolu- 
tion of the Caribbean since slave emancipation. Its emphasis is on 
the development of underdevelopment in the region, and in this 
regard it looks closely at the historical character of the Caribbean's 
incorporation into the international system. Its compass covers the 
Anglophone, Hispanophone, and Francophone Caribbean from 
Haitian independence in 1804 to the present. 
Frank Taylor ' 

HS 321 Social History of Mexico, II (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

This course takes the legacy of Mexico's rich and turbulent his- 
tory — its indigenous past, its three-century colonial experience, 
and the nineteenth century conflicts that accompanied national 
independence — and uses it to understand the modern era. The 
course is concerned in particular with the period of revolution initi- 
ated in 1910 and partially embodied in today's Zapatista rebels. 
Various views of Mexican history are examined: from the interpre- 
tations of Marxist historians to the perspectives of Mexican novelist 
and special particular emphasis is placed on the impact of that his- 
tory upon Mexicans subordinated by ethnic and class structures. 
Matthew Restall 

HS 325 Revolutionary Cuba: History and Politics (Spring: 3) 

Cross listed with BK 325 

Satisfies Cultural Diversity Core requirement 

Prerequisites: Any two semesters of HS 001 through HS 094 

This course has as its focus Cuba's foreign and domestic poli- 
cies since the revolution. Because Cuba is, in Fidel Castro's words, a 
"Latin African" country, some attention will be focused on the issue 
of race and the revolution in Cuba. Likewise, the history of Cuba's 
policies in Africa and the Caribbean will be looked at closely. It is. 



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however, not a traditional course in diplomatic history. It explores 
the interface between domestic and foreign policy throughout, 
relating this to the specific case of Cuba since 1959. 
Frank F. Taylor 

HS 326 History of Modern Iran (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

The primary objective of this course is to provide an analysis 
of the trends and transformations in the political, social and cul- 
tural history of Iran from the late nineteenth century to the present. 
Particular emphasis will be placed on the following topics: major 
structural changes in the Iranian economy and society in the latter 
part of the nineteenth century; social and religious movements in 
the nineteenth century; the constitutional revolution of 1905-1911; 
the changing relations between Iran and the West; Iran's experience 
as a modernizing state, 1925-1979; the cultural roots and the 
social-structural causes of the Iranian Revolution of 1977-79; eco- 
nomic and political developments in Iran since the revolution; and 
Iran's current regional and international role. 
Ali Banuazizi 

HS 337 The Late Roman Empire (Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course covers the following topics: the reforms of 
Diocletian, the Germanic invasions, the expansion of Islam, the 
reign of Justinian and Theodora, the rise and function of the holy 
man, and the theological controversies of the fourth and fifth cen- 
turies. One central theme is explored, namely the transformation of 
the Roman Empire into a Christian state with its capital transferred 
from Rome to Constantinople. 
John Rosser 

HS 343 Rise and Fall/Ottoman Empire (Fall: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

The Ottoman Turks founded an empire spanning the three 
continents of the eastern hemisphere and enduring for nearly three- 
quarters of a millenium. Despite nomadic origins they established a 
stable political structure which grafted the high traditions of Islamic 
culture onto an ethnically linguistically and religiously diverse soci- 
ety. This course explores the evolution of this remarkable enterprise 
from its origins on the frontiers of Byzantium and Islam, through 
its heyday under Suleyman the Magnificent to its military decline 
and first steps toward reform 
Benjamin Braude 

HS 345 Twentieth Century Ireland: A Political and Social History 
(Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

This course will explore Irish political and social history in the 
twentieth century. Topics covered will include the Gaelic revival, 
the woman's suffrage movement, the struggle for independence, 
civil war and the partition of the island, economic development, 
civil unrest in Northern Ireland, and the influence of religion in 
Irish society. Particular attention will be devoted to the unfolding 
peace process in Northern Ireland and the role played by British, 
Irish and American leaders in trying to find a solution to "the 
Troubles." 

The Hon. John Hume, M.P, M.E.P 
Robert Savage 

HS 367 Death in El Salvador (Fall: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 
Deborah Levenson-Estrada 



HS 373 Slave Societies in the Caribbean and Latin America 

(Fall: 3) 

Cross listed with BK 373 

Prerequisites: Any two semesters of HS 001 through HS 094 

It has been estimated that over 90 percent of the slaves 
imported into the Americas during the era of the Atlantic slave 
trade were brought into two portions of this hemisphere — the 
Caribbean Islands and South America. The Caribbean Islands were 
said to have received 42.2 percent of the total slave imports and 
South America 49.1 percent. Among the topics covered are the rise 
and fall of slavery, the economics of slave trading, slave demogra- 
phy, patterns of slave life, slave laws, slave resistance, slave culture, 
social structure during slavery and the roles of the freed people. The 
compass of the course embraces a variety of English, French, 
Portuguese, Spanish, and Dutch speaking countries. The approach 
taken is a comparative one. 
Frank F. Taylor 

HS 376 Women and Gender in Latin American History (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

After reading one general history of women and gender in 
Latin America, students will read testimonies by Latin American 
women. We will deal with the problem of the structure women give 
to their own lives in their narratives, as well as with more straight- 
forward issues such as the sexual division of labor, and the nature of 
family and of gender relations in Latin America. The testimonies 
will be used as windows into objective and subjective history and 
the ways in which these two intersect. 
Deborah Levenson-Estrada 

HS 392 Immigration Since 1900 (Fall: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

Andrew Bunie 

HS 397 A History of Sport in America (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

A look at recreation, leisure, and sport as a way of life in 
America and as an integral part of the total society. Ranging from 
urban immigrant settlement house basketball in the early 1900's to 
present-day Holy War — BC-Notre Dame football — emphasis is 
placed on class structure in athletics, the issue of race, monetary 
upward mobility, sport and the city, the nation's love affair with 
heroes, and more recently with heroines, and gender issues. 
Andrew Bunie 

HS 401 The Reformation (Fall: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course will explore the religious and social history of the 
Protestant and Catholic Reformations. We shall examine in detail 
the major theological and ecclesiological questions of the sixteenth 
century. We shall consider these questions by focusing on the ideas 
and activities of Erasmus, Luther, Calvin, Ignatius Loyola, and 
Teresa of Avila. However, we shall also devote considerable atten- 
tion to the opinions and religious practices of the ordinary believer, 
Protestant and Catholic, female and male, peasant and aristocrat. 
Virginia Reinburg 

HS 418 Politics and Literature in Eighteenth-Nineteenth Century 
Ireland (Fall: 3) 
Prerequisites: Any two semesters of HS 00 1 through HS 094 

This course will examine the relationship between literature 
and politics in eighteenth and nineteenth centur)^ Ireland. Major 
works of Irish literature of the period will be considered in the light 
of their social and political origins, their subsequent eflFect on politi- 
cal conceptualization and action, and their place in the 



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development of the Irish hterary tradition. Among the writers to be 

considered are Swift, Merriman, Maria Edgeworth, William 

Carlton, Charles Kickham. 

Adele Dalsimer 

Kevin O'Neill 

HS 431 Ireland from the United Irishmen to Partition (Fall: 3) 

Corequisites: Any VNO semesters of HS 001 through HS 094 

This course will examine the political, cultural and social his- 
tory of Ireland from the 1798 Rebellion to the Anglo-Irish Treaty of 
1921. Authors whose work will be considered include Somerville 
and Ross, James Stephens and Humphrey O'SuUivan. Topics con- 
sidered will include 1798 Rebellion, the Great Famine, Daniel 
O'Connell and the struggle for Catholic Emancipation, Parnell and 
the Land War, the Crisis of Home Rule, and the emergence of the 
Irish Republican Brotherhood. 
Robert Savage 

HS 441-442 Rise of Modem Germany (Fall/Spring: 3) 
Prerequisites: hny two semesters of HS 001 through HS 094 

This is a two semester upper division elective, designed for 
students who already have a general familiarity with European his- 
tory and who desire an intensive examination of the problems 
surrounding the emergence of modern Germany, especially as seen 
by recent scholars. Although the course is open to all students who 
have completed the Core History program, it is particularly recom- 
mended for history, political science, and German majors. Students 
are urged to enroll in both semesters of this course, although this is 
not required, and some seats will probably be available in the spring 
for students who wish to elect only the second half (Germany since 
1919). Generally, however, students who desire an in-depth analysis 
primarily centered on Nazi Germany are advised to select HS 143 
Adolf Hitler and the Third Reich, which is offered in alternate 
years. 
John L. Heineman 

HS 453 Russian History to the Revolution (Fall: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

A study of the major cultural and social developments in 
Russia from the formation of the first Russian state to the Bolshevik 
Revolution of 1 9 1 7. 
Raymond 77 McNally 

HS 454 Twentieth Century Russia (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

The course takes as it subject the social and political history of 
Russia from the 1905 to 1917 Revolutions to the present day, with 
an emphasis on the period of Communist rule. Topics covered 
include the revolutionary movement, the Civil War, Stalinist indus- 
trialization, collectivization, political terror. World War II, the Cold 
War, de-Stalinization, Stagnation, Perestroika, the Fall of 
Communism and the continuing Russian crisis. 
Roberta Manning 

HS 487 France in the Twentieth Century (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

The focus of the course will center on twentieth-century 
France's changing perception of her own national requirements, 
both domestically and diplomatically. The profound impact of 
World War I, the disarray of the interwar years, the impact of the 
Fall of France, Vichy, and the Liberation will prepare the way for 
the study of contemporary France from De Gaulle to Mitterand, 
from declining world power to dynamic European Community 
member. 
Rev. Francis Murphy 



HS 489 France in the Nineteenth Century (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

Beginning with an investigation of France's condition as it 
emerged from the great Revolution, the course will continue with 
Napoleon's liquidation of the Revolution and then trace the revolu- 
tionary legacy as it worked itself out in the political and social 
movements of the nineteenth century. The story of French eco- 
nomic development will be interwoven with the turbulent political 
and social history of the succeeding monarchies, empires, and 
republics, and the intervening revolutions of 1830, 1848, and 
1870-71. The course will conclude with an examination of France 
on the eve of the First World War. 
Paul Spagnoli 

HS 503 The Civil War (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 

An analysis of the Civil War in the United States from 1845 to 
1877 in terms of the background and causes of the conflict, the 
principal military theaters of operation, and the main events of the 
Reconstruction period that followed the war. 
Thomas H. O'Connor 

HS 511 Race, Class, and Ethnicity and the Struggle for Human 
Rights in America, 1941 to Present (Spring : 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

Definitions of race, class, and ethnicity have changed dramati- 
cally and rapidly since World War II. The idea of the melting pot 
no longer suffices, and debates over cultural pluralism, diversity, 
and political correctness reflect the difficulties Americans of all 
backgrounds are having in understanding a complex new world. 
The realities of the twenty-first century demand that the white 
majority understand the implications of the shifting demographics 
and the cultural transformation they bring with them. 
Andrew Bunie 

HS 524 American Constitutional History (Spring: 3) 
Prerequisites: Any two semesters of HS 00 1 through HS 094 

An historical analysis of the formation, organization and major 
decisions of the United States Supreme Court from 1788-1977, 
with emphasis upon the Court's relationship to social change. 
Alan Rogers 

HS 530 Technology In the U.S., 1880-1990 (Fall: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course studies the evolution of technological style in the 
United States from 1876, the nation's hundredth birthday, to the 
present. "Technological Style" means technologies which become so 
successful in a society that society could not survive without them. 
"Successful," as used here, does not mean that a technical design 
does what it was intended to do. Electric toothpicks, for example, 
do what they are designated to do but U.S. society could manage 
without them and not suffer particularly grave consequences. But 
electric utilities, automobiles, electronic communications and infor- 
mation processing systems, etc., these we would not know how to 
do without. 

John M. Staudenmaier, SJ. 
Gasson Professor 

HS 545 American Ideas and Institutions (Fall: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

A history of thought as it has developed within the framework 
of American society. The course will compare ideas of several dis- 
tinct kinds: those which have expressed the prevailing ways of each 
period; those which have offered alternatives; and those which have 
sought artistically to mirror dreams and realities. 
Alan Lawson 



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HS 546 American Ideas and Institutions (Fall: 3) 
Prerequisites: Any two semesters of HS 00 1 through HS 094 

A history of thought as it has developed within the framework 
of American society. The course will compare ideas of several dis- 
tinct kinds: those which have expressed the prevailing ways of each 
period; those which have offered alternatives; and those which have 
sought artistically to mirror dreams and realities. 
Alan Lawson 

HS 551 U.S. 1912-1945 (Fall: 3) 

Prerequisites: Krvj two semesters of HS 001 through HS 094 

This course will explore the significant political, economic and 
social developments in the United States between the election of 
Woodrow Wilson and the death of Franklin D. Roosevelt. Among 
the topics to be examined are the Progressive Spirit, the emergence 
of a consumer society, the ethnic and religious tensions in American 
life, the Great Depression and the New Deal, and American 
involvement in this century's two World Wars. 
Mark Gelfand 

HS 552 U.S. Since 1945 (Spring : 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

This course will explore the significant political, economic, 
and social developments in the United States since the end of 
World War II. Although the focus will be on domestic affairs; for- 
eign policy will also be discussed to the extent that it affected 
internal events. Among the topics to be examined are post-war 
prosperity, the Red Scare, the struggle for racial and sexual equality, 
student protests in the 1960s, the problems of the modern presi- 
dency, and the contemporary crisis in the American economy. 
Mark Gelfand 

HS 573 Topics: Twentieth Century U.S. Foreign Policy 
(Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course will focus on the American War in Vietnam in its 
broadest dimensions, and include cultural, political, diplomatic and 
military considerations. This course is best suited to upper-level 
undergraduate and graduate students. A general knowledge of 
American history and foreign policy is assumed. 
Carol Petillo 

HS 62 1 University Capstone Seminar: Lessons From a War Zone: 
The Vietnam War and What it Can Teach Us About Life ( Fall: 3) 
Cross listed with UN 522 
Prerequisites: Any two semesters of HS 00 1 through HS 094 

The fundamental premise of this course is that by closely 
examining an appropriately chosen historical episode, we can 
extract meaning that will then help us deal with major issues in our 
own lives including work, personal relationships, civic responsibility 
and spiritual development. In the process, participants will be 
encouraged, both explicitly and implicitly, to evaluate their own 
histories (including their college education) as one tool to be used 
in their effort to come to terms with these vital issues in their 
future. In this case, the historical episode will be U.S. -Vietnam War 
which we will examine primarily through the biographies and auto- 
biographies/memoirs/oral histories/interviews of several 
participants. 
Carol M. Petillo 

HS 623 Undergrad Seminar: European Diplomatic Crises (Fall: 3) 
Prerequisites: Any two semesters of HS 00 1 through HS 094 
Alan Reinerman 

HS 653 Freud's Vienna (Spring: 3) 

Prerequisites: Any two semesters of HS 001 through HS 094 



This course focuses on the intellectual and cultural history of 
Vienna at the turn of the century. It considers Freud's revolutionary 
and controversial work in modern psychology in the context of the 
literary and artistic culture of fin de siecle Vienna as well as the 
urban history of the city itself It studies the evolution of psycho- 
analysis together with the fundamental Viennese contributions to 
the birth of modernism in poetry, drama, philosophy, linguistics, 
art, architecture, design, and music. 
Lawrence Wolff 

HS 655 Ireland in Rebellion, 1790-1803 (Spring: 3) 

Prerequisites: hrvf two semesters of HS 001 through HS 094 

This period witnessed the rise of modern Irish nationalism, 
republicanism, and loyalism — all three crystallised by the 1798 
rebellion, the bloodiest episode of the revolutionary decade any- 
where in Europe. The Irish rebellion was part of the European crisis 
caused by the French Revolutionary wars. The course will analyse 
these developments, their legacy for the future of Anglo-Irish rela- 
tions and politics, and the debate over national, religious and 
cultural identity which ensued. The religious polarisation of mod- 
ern times — Catholic nationalism, Protestant loyalism — likewise 
originated in these years, and the campaign for Catholic emancipa- 
tion effectively politicised the Catholic peasantry, transformed 
Presbyterian radicalism in the North and laid the seeds of fiature 
Unionism. 
Marianne Elliott 

HS 657 Sex, Sexuality and Gender (Spring: 3) 
Prerequisites: hrvy two semesters of HS 001 through HS 094 

Since the emphasis of the course will be on the methods and 
approaches developed in the history of sexuality, we will begin with 
the history of historians' interest (and disinterest) in sex and sexual- 
ity, from the time of Norma Brown's "Life Against Death" (1955) 
and Erik Erikson's "Young Man Luther" (1958), and the emergence 
of psychohistory and the "sexual revolution" of the 1960s, and pro- 
ceed from there to the impact on historical writing of anthropology 
and the social movements of the past three decades. This survey will 
serve as a preface to the course's main work, which will be explo- 
ration of the historical studies generated directly and indirectly by 
the women's and gay movements. 
Paul Breines 
Virginia Rein burg 

HS 664 Individual and Commimlty in America (Spring: 3) 
Prerequisites: Any two semesters of HS 00 1 through HS 094 

The tension between the individual and community has deep 
roots in the United States experience. As far back as the first 
encounter between European immigrants and African slaves with 
the peoples already living on this continent, long before this nation 
became politically independent, the men and women whose choices 
shaped the structures of U.S. society have wrestled with a deep 
desire for (and commitment to) individual freedom in tension with 
their equally deep need for community. Both traditions, individual- 
ism and community, have changed in the mythic and political 
character, over the centuries. Today, as in the past, they remain two 
critical poles of understanding the characteristics of individual and 
social life in the United States. 
John Staudenmaier, SJ. 
Gasson Professor 

HS 665 Seminar In College Teaching: Women's Studies 
(Fall/Spring: 3) 

Prerequisites: Any two semesters ol HS 001 through HS 094; per- 
mission of instructor 



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This course is for students who have taken Introduction to 
Feminisms and who have been chosen to lead discussions in semi- 
nar groups. They meet weekly with the faculty advisor to discuss 
assigned readings — interdisciplinary feminist pedagogy — and with 
their respective seminar groups in Introduction to Feminisms. 
Ellen Friedman 

HS 6G6 Travel and Espionage in the East: The European Image 
of the Other (Spring: 3) 
Prerequisites: Any two semesters of HS 001 through HS 094 

This course will examine the motives of the travelers, the 
impact of their writings, and the policies and politics that they 
sought to advance. Specific topics include the following: psychology 
of the traveler, works of travel as literature and history, the genre of 
travel literature, views of Islam, Arabs and Turks, the appeal of the 
East, response to and reception of the foreigner, Muslim travelers in 
the West, the romantic impulse for travel and the Industrial 
Revolution. Readings will be drawn largely from such writers as 
TE. Lawrence (Lawrence of Arabia), Richard Burton, Charles 
Doughty, Wilfrid Thesiger, and William Gififord Palgrave. 
Benjamin Braude 
HS 671 Postmodernism (Fall: 3) 
Prerequisites: I^ny two semesters of HS 001 through HS 094 

The course will examine the recent entrance into American 
cultural life of certain ideas challenging established beliefs about 
mind and behavior. We will first examine the origins of postmod- 
ernism in the critiques of several French intellectuals, including 
Michel Foucault, Jacques Derrida, Jacques Lacan, Jean-Francois 
Lyotard. An understanding of those dynamic beginnings should 
equip us to answer important questions posed by the situation. 
Some of those questions include the following: How did French 
theory adapt to intellectual and professional needs in America; how 
has American postmodernism compared; what effect has this theo- 
rizing had upon historians; what role has postmodernism played in 
concurrent debates over multi-culturalism and political correctness? 
Paul Breines 
Alan Lawson 

HS 685 The Fall of Communism in Russia (Fall: 3) 

Prerequisites: Any two semesters of HS 00 1 through HS 094 

The dissolution of the Soviet Union and the fall of 
Communism are clearly the most important events of our times. 
WTiy did Communism collapse so suddenly? What kind of political 
and economic system has replaced it? Are the former Soviet people 
better or worse than they were earlier? WTiat does the future hold 
for the Soviet successor states, particularly Russia, still the world's 
largest nation, with one of the world's best educated populations 
and richest reserves of vital raw materials? We will seek to answer 
these questions through scholarly works, the memoirs of key partic- 
ipants (including Gorbachev and Yeltsin), the Russian/Soviet press 
in translation and a series of documentary and feature films. 
Roberta Manning 

Graduate Course Offerings 

Graduate CoUoquia 

A colloquium consists of readings, primarily in secondary 
sources, on a series of selected topics. All graduate students are 
urged to take at least one colloquium each semester. 

HS 851 Colloquium: Modern Latin America (Spring: 3) 

Deborah Levenson-Estrada 

HS 865 Colloquium: The Enlightenment (Fall: 3) 

The graduate colloquium studies the Enlightenment in 18th- 
century culture and intellectual history. The readings include major 



texts of the Enlightenment in Europe and major historical treat- 
ments of the Enlightenment from a variety of perspectives and 
approaches. Important issues are the enlightened campaign against 
religious superstition and fanaticism, the evolution of the idea of 
civilization in Europe, and the social and political criticism which 
undermined the institutions of the ancient regime and pointed the 
way toward the revolutionary age in Europe and America. Other 
aspects of 1 8-century culture to be considered are art, music, litera- 
ture, philosophy, journalism, piety, pornography, and the public 
sphere. 
Lawrence Wolff 

HS 871 Colloquium: U.S. to 1877 (Fall: 3) 

This course is intended as an introductory, graduate level sur- 
vey of major themes and issues in American history through the 
Civil War and reconstruction. The approach will be largely historic- 
graphical; it will focus on works of major interpretive significance 
rather than upon works of a synthetic nature. 
Thomas O'Connor 

HS 872 Colloquium: U.S. Since 1860 (Spring: 3) 

Students will read and discuss recently published works on 
important topics in U.S. history since 1877: the impact of 
Reconstruction, Populism, responses to industrialization, American 
Socialism, Progress ivism, the impact of the campaign for women's 
suffrage, the emergence of consumer culture and contested leisure, 
the world wars and American foreign policy, the Depression, and 
social protest movements, including the civil rights movement. 
Marilynn Johnson 

HS 880 Colloquium: African Labor History (Fall: 3) 

David Northrup 

HS 887 Colloquium: Graduate Colloquium in Stuart England 

(Spring: 3) 

This course is designed as an intensive readings seminar to 
introduce graduate students to the historiography of Stuart 
England. As such it will provide useful for graduate students whose 
specialities lie outside the field but adjacent to it: those in modern 
British history, Irish history, early modern European history, and 
Medieval English history. Within the limits of one semester this 
course will attempt to survey the major historiographical issues 
within the religious, political, intellectual, and social sub-fields of 
the Stuart period. Dependent upon departmental interest and 
demand, this seminar will alternate every year with an equivalent 
course in the historiography of Yorkist and Tudor England. 
Burke Griggs 

HS 896 Core Colloquium: Early Modern European History 
(Fall: 3) 

This course will discuss works ranging in period from the 
Italian Renaissance to the French Revolution. The course is 
intended to explore a variety of historiographical approaches to 
Early Modern Europe and to discuss pedagogical issues in the pre- 
sentation of historical subjects. 
Virginia Reinburg 

HS 897 Core Colloquium: Modern European History (Spring: 3) 

This colloquium will serve as a broad introduction to major 
themes, controversies, and historiographic developments in modern 
European history. 
Peter Weiler 

Graduate Seminars 

HS 913 Seminar: Carolingian/Anglo-Saxon History (Fall: 3) 

Students in the seminar will write original research papers on a 
topic in Anglo-Saxon or Carolingian history. This topic will be one 



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upon which the students and professor have agreed and will be 
based, to a large degree, on original sources. Students will not only 
be required to write a paper, but to read and critique all papers writ- 
ten in the seminar. The final paper will be a polished and rewritten 
piece incorporating the critquies of the professor and other mem- 
bers of the seminar. Latin required. 
Robin Fleming 
HS 937 Seminar: Modern European History (Spring: 3) 

This course is designed to provide a structured setting within 
which students of early modern and modern European history can 
conceive and execute major research papers. The classes will focus 
primarily on historiography, but will concentrate especially on read- 
ings designed to assist students in their choice of topics, methods 
and interpretive strategies. Students will be free to select topics deal- 
ing with any aspect of European cultural, social and political history 
on which a research project is feasible; and they will be encouraged 
to work in whatever national or regional setting they prefer and for 
which they have command of the language. Each student, however, 
will be expected to present a completed paper to the class for dis- 
cussion. 
James Cronin 
HS 952 Seminar: European Diplomatic History (Spring: 3) 

This seminar will deal with the relations among the European 
states from 1812, when the collapse of Napoleon's hegemony made 
possible the resumption of normal diplomacy, to the outbreak of 
WorldWarIIinl939. 
Alan Reinerman 

HS 975 Seminar: Women and Gender (Fall: 3) 

Graduate students will complete major research projects cho- 
sen in consultation with the professor on women or gender in 
America based on primary sources. In addition to exploring possi- 
ble dissertation topics, students will share bibliographies of 
secondary sources relating to their topics, research and writing 
strategies, and constructive criticism. 
Cynthia Lyerly 

HS 992 Dissertation Seminar (Spring: 3) 

The aim of this course is to bring together students beginning 
dissertations in various fields to discuss the substance of their 
research and problems of theory, method and organization. 
Students will be expected to present, by the end of the course, 
either a dissertation proposal or a section of the dissertation itself 
Matthew Restall 
Graduate Independent Study 

HS 799 Readings and Research: Independent Study 
(Fall/Spring: 3) 

Prerequisites: Permission of instructor 

Graduate students who wish to pursue a semester of directed 
readings with individual faculty members under this category must 
secure the permission of the faculty member. 
The Graduate Faculty 
HS 801 Thesis Seminar (Fall/Spring: 6) 

A research course under the guidance of a faculty member for 
those writing a six-credit Masters Thesis. 
The Department 



HS 888 Interim Study (Fall/Spring: 0) 

Required for master's candidates who have completed all 
course requirements but have not taken comprehensive examina- 
tions. Also for master's students (only) who have taken up to six 
credits of Thesis Seminar but have not yet finished writing their 
thesis. 

The Department 
HS 998 Doctoral Comprehensives (Fall/Spring: 0) 

For students who have not yest passed the Doctoral 
Comprehensive, but prefer not to assume the status of a non- 
matriculating student for the one or two semesters used for 
preparation for the comprehensive. 
The Department 

HS 999 Doctoral continuation (Fall/Spring: 0) 

All students who have been admitted to candidacy for the 
Ph.D. degree are required to register for doctoral continuation dur- 
ing each semester of their candidacy. 
The Department 

The Honors Program 

Departmental Notes 

• Director of the Honors Program: Dr. Mark O'Connor, 
617-552-3315, oconnoma@bc.edu 

• Administrative Secretary: Pat Dolan, 617-552-3315, 
patricia. dolan@bc.edu 

• World Wide Web: http://www.bc.edu/bc_org/avp/cas/ashp/ 

The Structure of The Honors Program 

All Boston College undergraduates are required to do an 
extensive Core curriculum in the humanities and the natural and 
social sciences. The Honors Program provides students with the 
opportunity to complete most of this Core in a four-year sequence 
of courses and academic challenges that provides an integrated lib- 
eral arts education of a kind one can find in few colleges or 
universities. On this solid foundation a student can then build a 
major concentration in one or more specialized disciplines, or add 
one of the interdisciplinary minors available to all students in the 
College. 

The program offers small classes (no larger than 15 students), 
the give and take of seminar discussion, the close personal attention 
of instructors, and the companionship of bright and eager class- 
mates on the journey through the history of ideas. It also oflfers 
students a set of challenges matched to each level of their develop- 
ment: in first and second years an overview of the whole Western 
cultural tradition, in third year a course focused on the twentieth 
century's reinterpretation of the tradition, and in their final year the 
chance to bring together what they have learned in a thesis or cre- 
ative project or in an integrative seminar. 

Freshman and Sophomore Year 

In their first two years students take a course called The 
Western Cultural Tradition. This is a four-semester, six-credit 
course, equal to two of the five courses B.C. students take each 
semester. It is taught in seminar fashion. The course content reflects 
the fact that the course fulfills the Core requirements in literature 
and writing, philosophy, theology, and social science. Though indi- 
vidual instructors vary their reading lists, there is broad agreement 
about the central texts. The first year deals with the classical tradi- 
tion. It begins with Greek literature and philosophy, Latin 
literature, the Hebrew Bible and the New Testament, and continues 
through representative texts of the late Roman Empire and early 
Christianity, Thomas Aquinas, Dante, and mediaeval epic and 
romantic poetry and drama. The second year begins with 



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Renaissance authors, continues with the reUgious and pohtical theo- 
rists of the seventeenth century, the principal Enhghtenment 
figures, the EngUsh and continental Romantics, major nineteenth- 
century writers such as Hegel and Kierkegaard and Dostoevsky and 
Nietzsche, and ends with the seminal cultural theories of Darwin 
and Marx and Freud. 

This course is not a survey of the history of ideas taught out of 
anthologies. It is rigorously text-centered and the function of class 
discussion and the frequent writing assignments is to teach students 
to understand and dissect arguments and presuppositions and to 
relate disparate evidence into coherent hypotheses about the works 
that have been central in the development of our contemporary 
intellectual tradition. 

Junior Year 

In junior year students take an advanced seminar called The 
Twentieth Century and the Tradition. This two-semester course 
(three credits each semester) draws on literature, visual art, science, 
philosophy, religion, political theory, historical events such as the 
Holocaust, and developments such as the globalization of the econ- 
omy and of information technology, in order to examine how the 
twentieth century has absorbed, criticized or reinterpreted the cul- 
tural tradition it inherited. Students are challenged to understand 
the interplay between the tradition and some of the significant criti- 
cal currents in the intellectual culture of our century, for example, 
Marxism, psychoanalysis, comparative anthropology, structuralism 
and post-structuralism, feminism, and the third-world critique of 
Eurocentric culture. The aim of the course is to complete the work 
begun in freshman and sophomore years, to equip students with a 
critical understanding of contemporary culture that will enable 
them to live thoughtfully and responsibly. If they study abroad in 
their junior year they will normally take this course in senior year. 
Senior Year 

In their final year students may choose either of two ways of 
finishing their work in the Program. They may write a senior the- 
sis, which is ordinarily a six-credit enterprise, spread over two 
semesters. This may be an extended research or analytic paper, or it 
may be a creative project involving performance in some medium. 
Students have written on topics as diverse as key words in the 
Russian text of Dostoevsky, the political organization of the 
European Community, a Massachusetts state senate campaign, the 
influence of alcoholic fathers on their sons, superconductivity, and 
the experience of open heart surgery. They have participated in 
original cancer research, and produced novels, dramas, operas, and 
electronic performance pieces. Most students do a thesis in the area 
of their major, under the direction of an advisor from their major 
department, but many like the challenge of working outside their 
own particular disciplines. 

Students may choose, instead, to take part in an integrative 
seminar where they will re-read certain key texts that they may have 
studied years earlier (Plato's Republic, for example) as a way of com- 
ing to understand their own experience of college education. The 
aim is to encourage them as seniors to rise above the specialized 
viewpoint of their majors in order to grasp the interconnections 
among contemporary ways of thinking and the principles of value 
and behavior that have been guiding their development implicitly 
during their college years. 

Honors Program Completion 

Students will receive Honors Program designation in the 
Commencement program and on their permanent transcripts if 



they have completed the freshman and sophomore and junior 
courses, and either a senior thesis and/or one of the senior integra- 
tive seminars, and have maintained a minimum 3.33 GPA. 

Undergraduate Course Ojferings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 
HP 001 Western Cultural Tradition I (Fall: 3) 
Corequisites: HP 002 

All students in the Honors Program are required to take 
Western Cukural Tradition I-IV (HP 001 -HP 004) as freshmen 
and Western Cultural Tradition V-VIII (HP 031 -HP 034) as 
sophomores. These are two three-credit courses each semester (a 
total of 24 credits), and they substitute for the normal Core 
requirements in Theology, Philosophy, English and (for non- 
majors) Social Science. They are open only to students (about nine 
percent of the freshmen class) in A&S who have been selected by 
the Director in collaboration with the Office of Admission. All have 
been contacted by letter during the summer with instructions on 
registration. 
The Department 

HP 002 Western Cultural Tradition II (Fall: 3) 
Corequisites: HP 001 

See course description under HP 001. 

HP 003 Western Cultural Tradition III (Spring: 3) 

Corequisites: HP 004 

All students in the Honors Program are required to take 
Western Cultural Tradition I-IV (HP 001 -HP 004) as freshmen 
and Western Cultural Tradition V-VIII (HP 031 -HP 034) as 
sophomores. These are two three-credit courses each semester (a 
total of 24 credits), and they substitute for the normal Core 
requirements in Theology, Philosophy, English and (for non- 
majors) Social Science. They are open only to students (about nine 
percent of the freshmen class) in Arts and Science who have been 
selected by the Director in collaboration with the Office of 
Admission. All have been contacted by letter during the summer 
with instructions on registration. 
The Department 

HP 004 Western Cultural Tradition IV (Spring: 3) 

Corequisites: HP 003 

See course description under HP 001. 

HP 031 Western Cultural Tradition V (Fall: 03) 

Corequisites: HP 032 

See course description under HPOOl. 

HP 032 Western Cultural Tradition VI (Fall: 3) 
Corequisites: HP 03 1 

See course description under HP 001. 

HP 033 Western Cultural Tradition VII (Spring: 3) 

Corequisites: HP 034 

See course description under HP 001. 

HP 034 Western Cultural Tradition VIII (Spring: 3) 

Corequisites: HP 033 

See course description under HP 001. 
HP 133 Twentieth Century and the Tradition I (Fall: 3) 

This is a continuation of the Western Cultural Tradition 
course into the 20th century, and it is required of all Honors 
Program Juniors. The course describes what happened to the tradi- 
tion in the 20th century, how it got criticized and rethought, and 
how it absorbed new forms of knowledge and new points of view. 
The first semester deals with the period up to World War II and 



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focuses on both the excitement engendered by the cultural move- 
ment called Modernism and the darker forces that accompanied it. 
The main topics to be examined will be the changing representa- 
tion of human beings and the world in visual art, science, literature, 
and film; revolution and socialism; the demoralization induced by 
war and especially the Holocaust; and the philosophical systems 
which attempted to deal with a radically changed understanding of 
the world. 
Martin Cohen 
Christopher Constas 
John Heineman 
Mary Joe Hughes 
Susan Matt is 
John Michalczyk 
James Weiss 
HP 134 Twentieth Century and the Tradition II (Spring: 3) 

The second semester of this course deals with the key cultural 
issues of the latter half of the century, especially those grouped 
under the heading of Postmodernity. Here the focus will be on the 
fundamental critique of the tradition (and of Modernism) posed by 
post-structuralist cultural theories, feminism, deconstructionism, 
the communications revolution, changing views of non-Western 
cultures, and new perspectives centering on race, ethnicity, and gen- 
der. The crucial question to be addressed is whether and on what 
terms it is possible, at the end of the 20th century, to construct a 
reliable identity and an adequate basis for moral choice and politi- 
cal action in a world whose intellectual structure is so disputed. 
Martin Cohen 
Christopher Constas 
Mary Joe Hughes 
Susan Mattis 
Kevin Newmark 
Frances Restuccia 
Vanessa Rumble 

HP 199 Readings and Research (Fall/Spring: 3) 
HP 250-260 Senior Seminars 

Senior Seminars focus on contested topics in our culture and 
encourage students to grasp the connections between these issues 
and the intellectual and ethical positions they have assumed as a 
result of their education. The goal of these seminars is to help stu- 
dents appropriate at a deeper level the implications of what and 
how they have been studying, by revisiting — from the perspective 
of senior year — texts and questions they have encountered in their 
first three years. 

Seniors may fulfill their Honors Program requirements by par- 
ticipating in one of these seminars, rather than doing a senior 
thesis, if they have taken both semesters of the "Twentieth Century 
and the Tradition" course. 

HP 251 Senior Seminar: Modernity and the Self (Fall: 3) 

In Sources of the Self, Charles Taylor offers a history of the 
modern Western understanding of identity. Focusing on philo- 
sophic and religious sources, he finds three major facets of this 
identity. In each of these aspects he argues that the modern self is an 
improvement over the ancient soul. He also insists that the self can- 
not be understood apart from a moral orientation, without raising 
the question of the Good. Thus he offers arguments for criticizing 
those modern views that lose touch with "moral sources." 

The semester's theme will be the following: What is the self* 
Using Taylor's broad canvas as a guide, we will revisit some of the 
authors and arguments he finds important or interesting. 
David Botwinik 



HP 252 Senior Seminar:... In Search of the Chorus (Spring: 3) 

...From Pirandello, Six Characters in Search of an Author: "The 
Theatre Manager. Very well, — but where does all this take us? The 
Father, a Character. Nowhere! It is merely to show that one is born in 
life in many forms.... So one may also be born a character in a play. " 

This seminar will explore the links between ideas and living. 
The Greek chorus will become the voice of what is carried away 
from a liberal education, a metaphor for all forms of unspoken 
thought from conscience to taboo. Twice weekly meetings will 
return to selected texts chosen as models for the successful blurring 
of lines of demarcation between characters, actors, authors and 
audience. They all will be assumed to belong in a free-for-all in the 
living and struggling human head. 
Timothy Duket 

HP 253 Senior Seminar: Literature and Medicine: The Hiunan 
Experience (Fall: 3) 
Formerly HP 110 

This course examines ethical, social, moral, and psychological 
issues in the areas of science and medicine as expressed through var- 
ious literary genres, i.e., novels, plays and poems. Literary 
masterpieces are employed as a springboard for discussion of various 
scientific and human issues as they relate to disease, death, suflfer- 
ing, and healing. Topics covered include the evil doctor, the quack, 
human and animal disease as metaphor, birth and death, mental ill- 
ness, and the physician as artist. Examples of works studied are 
Shelley's Frankenstein, Stevenson's Doctor Jekyll and Mr. Hyde, 
Moliere's The Imaginary Invalid, Camus' The Plague, Tolstoy's The 
Death of Ivan Ilych and Plath's The Bell Jar. 
David Hatem, M.D. 

HP 254 Senior Seminar: Law, Medicine and Public Policy 
(Fall: 3) 
Formerly HP 129 

This course is an analysis of legal and ethical issues in medi- 
cine. It is designed so that students take an ethical position on 
difficult or emerging issues in medicine such as appropriate care of 
seriously ill newborns, new forms on reproduction on proposals for 
health care reform. The student is expected to provide a principled 
rationale for the position. That rationale is then subject to analysis 
and critique by other members of the class. 

The goal is to have the students think, be prepared to recog- 
nize inadequacies or difficulties in their position, modify it if 
necessary and ultimately arrive at a thought through principled 
position. 

A Socratic method is used to achieve that goal. 
John J. Paris, S.J. 

HP 299 Senior Honors Thesis (Fall/Spring: 3) 
HP 399 Scholar of the College (Fall/Spring: 6) 

Linguistics 

The description of the major program in Linguistics appears under 
the Department of Slavic and Eastern Languages. 

Mathematics 

Faculty 

Stanley J. Bezuszka, SJ., Professor Emeritus; A.V>., A.M., M.S. 

Boston College; S.T.L., Weston College; Ph.D., Brown University 

Joseph A. Sullivan, Professor Emeritus; K.^. Boston College; M.S. 

Massachusetts Institute of Technology; Ph.D., Indiana Universin^ 

John F. Caulfield, SJ., Assistant Professor Emeritus; K.V>., A.M. 

Boston College; S.T.L., Weston College 

Joseph F. Krebs, Assistant Professor Emeritus; A.B., A.M. Boston 

College 



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Robert J. Leblanc, Assistant Professor Emeritus; A.^., A.M. Boston 

College 

Jenny A. Baglivo, Professor; B.A., Fordham University; M.A., M.S., 

Ph.D., Syracuse University 

Richard L. Faber, Professor; B.S., Massachusetts Institute of 

Technology; A.M., Ph.D., Brandeis University 

Solomon Friedberg, Professor; B.A., University of California, San 

Diego; M.S., Ph.D., University of Chicago 

Margaret J. Kenney, Professor; B.S., M.A. Boston College; Ph.D., 

Boston University 

John H. Smith, Professor; A.B., Cornell University; Ph.D., 

Massachusetts Institute of Technology 

Paul R. Thie, Professor; B.S., Canisius College; Ph.D., University of 

Notre Dame 

Robert J. Bond, Associate Professor; A.B., Boston College; Ph.D., 

Brown University 

Daniel W. Chambers, Associate Professor; B.S., University of Notre 

Dame; A.M., Ph.D., University of Maryland 

C.K. Cheung, Associate Professor; B.Sc, University of HongKong; 

Ph.D., University of California 

Robert H. Gross, Associate Professor; A.B., Princeton University; 

Ph.D., Massachusetts Institute of Technology 

Richard A. Jenson, Associate Professor; Chairperson of the 

Department; A.B., Dartmouth College; A.M., Ph.D., University of 

Illinois at Chicago Circle 

William J. Keane, Associate Professor; A.B., Boston College; M.S., 

Ph.D., University of Notre Dame 

Gerard E. Keough, Associate Professor; A.B., Boston College; 

Ph.D., Indiana University 

Charles Landraitis, Associate Professor; A.B., Wesleyan University; 

M.S., University of Pennsylvania; A.M., Ph.D., Dartmouth College 

Harvey R- Margolis, Associate Professor; M.S., Ph.D., University of 

Chicago 

G. Robert MeyerhofF, Associate Professor; A.B., Brown University; 

Ph.D., Princeton University 

Rennie Mirollo, Associate Professor; B.A., Columbia College; 

Ph.D., Harvard University 

Nancy E. Rallis, Associate Professor; A.B., Vassar College; M.A., 

Ph.D., Indiana University 

Mark Reeder, Associate Professor; B.A., Humboldt State University; 

M.S., University of Oregon; Ph.D., Ohio State University 

Ned I. Rosen, Associate Professor; B.S., Tufts University; M.A., 

Ph.D., University of Michigan 

John P. Shanahan, Associate Professor; B.S., M.S., University 

College, Galway; Ph.D., Johns Hopkins University 

Donald Wiener, Adjunct Instructor; B.A., Long Island University; 

M.A., Boston College 

Departmental Notes 

• Department Secretary: Marilyn Adams, 617-552-3750, 
marilyn.adams@bc.edu 

• World Wide Web: http://fmwww.bc.edu/MT/ 

Undergraduate Program Description 

The mathematics program for majors is designed to provide a 
solid foundation in the main areas of mathematics and mathemati- 
cal applications. Course work is offered in preparation for careers in 
mathematics as well as for graduate study in pure and applied 
mathematics, computer science, operations research, and quantita- 
tive business management. 

Major Requirements 

The student should become familiar with the requirements for 
the major as listed below and consult with an advisor in the 



Department to plan a program of study. In order to fully appreciate 
the role of mathematics in other disciplines, the Mathematics 
Department strongly recommends that the student supplement his 
or her major program of study with courses in another discipline 
where mathematics plays an important role. Such courses can be 
found in the Department of Physics and elsewhere in the natural 
and social sciences. 

The following are the requirements for the major: 

MT 103 Calculus II (Math/Science Majors) 

MT 202 Multivariable Calculus 

MT 210 Linear Algebra 

MT 216 Algebraic Concepts 

MT 310 Introduction to Abstract Algebra 

MT 320 Introduction to Analysis 

Four MT electives numbered between 400 and 499, or above 

800 

• A grade point average of at least 1.67 in courses fulfilling the 
major 

Please Note: 

• MT 2 1 7 or MT 227 may substitute for MT 2 1 

• MT 30 1 may substitute for MT 3 1 

MT 302 or MT 3 1 2 may substitute for MT 320 

• Students with a strong interest in algebra may substitute MT 
314 for MT 310, and may use MT 315 as a major elective. 

• Students with a strong interest in analysis may substitute MT 
324 for MT 320, and may use MT 325 as a major elective. 

• MT 263 may be substituted for one of the four required MT 
electives. 

Well-prepared students may omit some of these courses and be 
placed directly into the more advanced courses upon the recom- 
mendation of the Chairperson. However, students placing out of 
one or more courses are required to substitute MT major electives 
for those omitted. 

Information for First Year/Majors and Non-Majors 

All students at Boston College are required to take one 
Mathematics course as part of the University Core Curriculum. It is 
very important to realize that you do not need to fulfill this require- 
ment immediately; you may take a Core course in Mathematics at 
any time during your undergraduate career. Likely choices are MT 
004, MT 006, MT 007, MT 020, and for School of Education stu- 
dents, MT 190. 

The following are guidelines for selecting a mathematics 
course. 

Majors in Mathematics, Physics, Chemistry, Geology, or 
Geophysics 

Elect a course in the sequence MT 102-MT 103-MT 202. If 
you have had a year of calculus, MT 103 is the most appropriate 
choice; particularly well prepared students should consider MT 
202. 

Majors in Biology, or Computer Science, and Premedical students 

Elect a course in the sequence MT 100-MT 101-MT 200. If 
you have had a year of calculus, MT 101 is the most appropriate 
choice; particularly well prepared students should consider MT 
200. Students with strong interest in mathematics should consider 
the MT 102- MT 103- MT 202 sequence. 

Carroll School of Management students 

Elect a course in the sequence MT 100-MT 101-MT 200. If 
you have had a year of calculus, MT 101 is the most appropriate 
choice; particularly well prepared students should consider MT 
200. 



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Other students who wish to take more than one semester of 
mathematics 

Elect a calculus course in the MT 100-MT 101-MT 200 
sequence if you do not plan to take mathematics courses beyond 
the calculus. Otherwise, elect a course in the MT 102-MT 103-MT 
202 sequence. 

Students in the Honors Program of the College of Arts and 
Sciences 

The Chairperson of the Mathematics Department will meet 
with you during the Honors Program Orientation Session to assist 
you in selecting an appropriate mathematics course. 
Departmental Honors 

The Department offers to qualified mathematics majors the 
opportunity to graduate with Departmental Honors. The require- 
ments are as follows: 

MT 103 Calculus II (Math/Science Majors) 

MT 202 Multivariable Calculus 

MT 210 Linear Algebra 

MT 216 vMgebraic Concepts 

MT 314-315 Introduction to Abstract Algebra (Honors) I, II 

MT 324-325 Introduction to Analysis (Honors) I, II 

Five MT electives numbered 400 or above 

MT 694 Honors Seminar 

At least one of the above courses must be from among the fol- 
lowing: MT 804, MT 814, MT 816, MT 840, MT 860, and 

MT880 

• A grade point average of at least 1.67 in courses fulfilling the 
major 

• A grade point average of at least 3.0 in MT courses numbered 
300 and above 

Please Note: 

• MT 217 or MT 227 may substitute for MT 210. 

MT 312- MT 313 may substitute for MT 324- MT 325 

• MT 263 may be substituted for one of the five required 
MT electives. 

Well-prepared students may omit some of these courses and be 
placed directly into the more advanced courses upon the recom- 
mendation of the Chairperson. However, students placing out of 
one or more courses are required to substitute MT major electives 
for those omitted. 

Graduate Program Description 
Master of Arts Program 

The Department of Mathematics offers a flexible M.A. pro- 
gram for students wishing to study mathematics at an advanced 
level. Beyond the common core of required courses described 
below, students may select courses according to their individual 
interests. Courses are available in both pure and applied areas for 
students wanting to broaden their background for entrance to a 
doctoral program, or before seeking employment in government, 
industry, or education. 

In particular, pure mathematics courses are offered in topol- 
ogy, analysis, algebra, and logic. In applied areas, courses to meet 
specific needs are provided. For a student interested in a career in 
actuarial mathematics, the Department offers courses in probability 
and statistics, numerical analysis, and mathematical programming 
(operations research). Students interested in computer science may 
consider courses offered by the Computer Science Department of 
the Carroll School of Management, including data structures, 
machine language, algorithms, automata and formal languages, and 
computer graphics. 



Students interested in a teaching career at the secondary level 
should be aware that because of certification requirements, unless 
approved equivalents have been taken previously, their course work 
should include the following: 

• MT 45 1 Euclidean and Non-Euclidean Geometry 

• MT 426-427 Probability and Mathematical Statistics 

• Some exposure to the use of computers in mathematics — that 
may be accomplished by taking any computer science major 
courses beyond Computer Science I. 

The requirements for the degree are 30 credit hours of courses 
in the Department, and participation in a 3 credit seminar (MT 
903). Under special circumstances, and with the approval of the 
Graduate Committee and the Department Chairperson, a student 
can satisfy the degree requirements with 27 credit hours of courses, 
and a thesis (6 credit hours). 

All students are required to take (or have the equivalent of) 
MT 804-805 Analysis, MT 816-817 Modern Algebra and either 
MT 814-815 Complex Variables, MT 840-841 Topology, or MT 
860-861 Logic and Foundations. All students must pass a written 
comprehensive examination in analysis and algebra (based on MT 
804-805 and 816-817). 

Subject to approval of the Graduate Committee, a student 
may receive credit for the following undergraduate courses: MT 
414, 426-427, 430, 435-436, 440, 445, 451, 452, 480, and com- 
puter science major courses beyond Computer Science I. However, 
students may be required to do extra work in these courses in order 
to earn graduate credit. Beyond the ten courses used to satisfy the 
degree requirements, students may take some additional courses in 
or outside the Department. 

Each graduate student should consult with the Director of the 
Graduate Program to develop a program suitable for his or her 
needs. Final approval for each student's program is granted by the 
Graduate Committee. 

Master of Science in Teaching Program 

The Master of Science in Teaching (M.S.T) program is 
administered through the Graduate School of Education in cooper- 
ation with the Department of Mathematics. It requires admission 
to both the Graduate School of Education and to the Department 
of Mathematics. This program is designed either for experienced 
teachers, or for prospective teachers, and consists of five courses in 
mathematics and up to 24 credits in education, depending on expe- 
rience. All Master's programs leading to certification in secondary 
education include practica experiences in addition to course work. 
Degree candidates draw up an overall plan of study with joint 
advisement from the Director of the Graduate Program in 
Mathematics and the advisor for the M.S.T. program in the 
Graduate School of Education. For further information on the 
M.S.T, please refer to the Graduate School of Education section 
entitled, "Master's Programs in Secondary Teaching," or call the 
Office of Graduate Admissions, GSOE, at (617) 552-4214. 

Candidates are required to complete MT 804-805 Analysis 
and three other MT courses at or above the 400 level. Because of 
certification requirements, unless approved equivalents have been 
taken previously, these required courses shotild include the follow- 
ing: 

• MT 451 Euclidean and Non-Euclidean Geometry 
Either MT 420 Probability and Statistics or MT 426-427 
Probability and Mathematical Statistics 

• Some exposure to the use of computers in mathematics — that 
may be accomplished by any computer science major courses 
beyond Computer Science I 



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Another course particularly well suited for this program is MT 
430 Number Theory. 

M.S.T. candidates must also pass an oral comprehensive exam- 
ination and submit a brief expository paper in some area of 
mathematics. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
hnp://www.bc.edu/bc_org/avp/enmgt/regst/. 

Non-Core Courses 

These courses do not satisfy the University Core requirement 
in Mathematics. They are intended either to remove a deficiency in 
the student's mathematical background in preparation for further 
courses, or an enrichment in an area related to mathematics. 

MT 010 Pre-Calculus Mathematics (Fall: 3) 

Does not satisfy the University Core requirement in mathematics. 

This is a one-semester course designed for students who wish 
to take an introductory calculus course, especially MT 100, but 
have a deficient background in high school mathematics. Other stu- 
dents should proceed directly to the appropriate calculus course. 
Topics include functions and graphs, exponential and logarithmic 
functions, and trigonometry. 

Core-Courses 

These courses do satisfy the University Core requirement in 
mathematics. Included are general non-calculus courses for students 
in the humanities, social sciences. School of Education, and School 
of Nursing; specialized non-calculus courses; terminal calculus 
courses; and continuing calculus courses, from which students may 
proceed to further study. 

MT 004 Finite Probability and Applications (Fall/Spring: 3) 

This course, for students in the humanities, the social sciences. 
School of Education and School of Nursing, is an introduction to 
finite combinatorics and probability, emphasizing applications. 
Topics include finite sets and partitions, enumeration, probability, 
expectation, and random variables. 

MT 005 Linear Mathematics and Applications (Spring: 3) 

This is an introduction to linear methods and their applica- 
tions. Topics include systems of equations, matrices, modeling, 
linear programming, and Markov chains. 

MT 007 Ideas in Mathematics (Spring: 3) 

This course is designed to introduce the student to the spirit, 
beauty, and vitality of mathematics. The emphasis is on develop- 
ment of ideas rather than problem solving skills. Topics vary, but 
are typically chosen from diverse areas such as geometry, number 
theory, computation, and graph theory. 

Specialized Non-Calcidus Courses 

MT 190-191 Fundamentals of Mathematics I and II 

(FaU/Spring: 3) 

Restricted to School of Education students 

MT 190-191 is a course sequence designed for those who plan 
to teach mathematics in grades K-9. The emphasis is on the content 
of mathematics in the emerging K-9 curriculum and its interface 
with current major issues in mathematics education — problem solv- 
ing and technology. Topics to be covered include the real number 
system-with motivational activities and applications functions and 
their graphs, problem solving with calculators and computers, and 
elements of probability and statistics. 



Terminal Calculus Courses 
MT 020 Survey of Calculus (Fall/Spring: 3) 

MT 020 is not open to students who have completed a calctdus 
coiurse at the secondary school or college level. 
Do not take this course if you plan to take more than one semes- 
ter of calculus. 

This course is an overview of differential and integral calculus 
for students in the liberal arts, emphasizing fundamental concepts 
and practical applications. 
Continuing Calculus Courses 
MT 100-101 Calculus I and II (Fall/Spring: 4) 
Prerequisites: Trigonometry 

MT 1 00- 101 is a course sequence in the calculus of one vari- 
able intended for biology, computer science, economics, 
management and premedical students, but open to all who are 
qualified. Topics include limits, derivatives, integrals, transcendental 
functions, techniques of integration, and applications. MT 100 is 
not open to students who have completed a calculus course at the 
college level. 

MT 102-103 Calculus (Math/Science Majors) I and II 
(Fall/Spring: 4) 

Not open to students who have completed a calculus course at the 
college level. 

Prerequisites: Trigonometry 

The MT 102-103 sequence is for students majoring in mathe- 
matics, chemistry, geology, geophysics, or physics. Topics covered 
include the algebraic and analytic properties of the real number sys- 
tem, functions, limits, derivatives, integrals, applications of the 
derivative and integral, and sequences and infinite series. 
Undergraduate Electives 

These courses are usually taken after completing one or more 
continuing Core courses, and they are primarily intended for math- 
ematics majors, science majors, and students in the professional 
schools that are interested in mathematics. 
MT 200 Intermediate Calculus (Fall/Spring: 3) 
Prerequisites: }AT 101 

Topics for this course include vectors and analytic geometry of 
three dimensions, partial differentiation and multiple integration 
with applications. 

MT 202 Multivariable Calculus (Fall/Spring: 4) 

Prerequisites: MT 103 

This course is for students majoring in mathematics, chem- 
istry, geology, geophysics, or physics. Topics include vectors in two 
and three dimensions, analytic geometry of three dimensions, 
curves and surfaces, partial derivatives, and multiple integrals. 

MT 210 Linear Algebra (Fall/Spring: 3) 

This course is an introduction to the techniques of linear alge- 
bra in Euclidean space. Topics covered include matrices, 
determinants, systems of linear equations, vectors in n-dimensional 
space, complex numbers, and eigenvalues. The course is required of 
mathematics majors, but is also suitable for students in the social 
sciences, natural sciences, and management. 

MT 216 Algebraic Structures (Fall: 3) 

This course is designed to develop the student's ability to do 
abstract mathematics through the presentation and development of 
the basic notions of logic and proof Topics include elementary set 
theory, mappings, integers, rings, complex numbers, and polynomi- 
als. 

MT 235 Mathematics for Management Science (Fall/Spring: 3) 

Prerequisites: MT 1 00 or equivalent 



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Corequisites: MC 021 and EC 151 

Topics include linear and integer programming, decision 
analysis, non-linear optimization, and computer solutions using 
Excel. 

MT 245 Discrete Mathematics for Computer Science (Spring: 3) 
Not open to students who have completed MT 445. 
Prerequisites: One year of college mathematics 

This course, intended for computer science majors, introduces 
the student to the fundamental notions of discrete mathematics, 
with an emphasis on graph theory and applications. Topics include 
the basic notions of set theory and logic, graphs, equivalence rela- 
tions and partial orderings, basic counting techniques, finite 
probability, propositional logic, induction, graphs and trees, paths, 
circuits and cycles, recursion and recurrence relations, and boolean 
algebra. 

MT 290 Number Theory for Teachers (Fall: 3) 

Prerequisites: MT 190-191 

This course is intended to focus on the wealth of topics that 
relate specifically to the natural numbers. These will be treated as 
motivational problems to be used in an activity-oriented approach 
to mathematics in grades K-9. The course will demonstrate effective 
ways to use the calculator and computer in mathematics education. 
Topics include prime number facts and conjectures, magic squares, 
Pascal's triangle, Fibonacci numbers, modular arithmetic, and 
mathematical art. 

MT 291 Geometry for Teachers (Spring: 3) 
Prerequisites: MT 190-191 

This course is intended to fill a basic need of all teachers of 
grades K-9. Geometry now occupies a significant role in the ele- 
mentary mathematics curriculum. The course will treat content, 
but ideas for presenting geometry as an activity-based program will 
also be stressed. Topics to be covered include the geoboard and 
other key manipulatives, elements of motion and Euclidean geome- 
try, and suggestions for using Logo as a tool to enhance teaching 
geometry. 

MT 305 Advanced Calculus (Science Majors) (Spring: 4) 
Prerequisites: MT 202 

Topics include the following: linear second order differential 
equations, series solutions of differential equations including Bessel 
functions and Legendre polynomials, solutions of the diffusion and 
wave equations in several dimensions. 

MT 310 Introduction to Abstract Algebra (Fall/Spring: 3) 

Prerequisites: MT 2 1 and MT 2 1 6 

This course studies four fundamental algebraic structures: 
groups, including subgroups, cyclic groups, permutation groups, 
symmetry groups and Lagrange's Theorem; rings, including sub- 
rings, integral domains, and unique factorization domains; 
polynomials, including a discussion of unique factorization and 
methods for finding roots; fields, introducing the basic ideas of field 
extensions and ruler and compass constructions. 

MT 314-315 Introduction to Abstract Algebra (Honors) I and II 

(Fall/Spring: 3) 

MT 314 is not open to students who have completed MT 310. 

Prerequisites: MT 210 and MT 216 

The MT 314-315 sequence is an introduction to modern 
abstract algebra, covering the basic structures: groups, rings, vector 
spaces, and fields. The courses are intended for students in the 
departmental honors program, but may be taken by other inter- 
ested majors. 



MT 320 Introduction to Analysis (Fall/Spring: 3) 
Prerequisites: MT 202 and MT 216 

The purpose of this course is to give students the theoretical 
foundations for the topics taught in MT 102-103. It will cover 
algebraic and order properties of the real numbers, the least upper 
bound axiom, limits, continuity, differentiation, the Riemann inte- 
gral, sequences, and series. Definitions and proofs will be stressed 
throughout the course. 

MT 324-325 Introduction to Analysis (Honors) I and II 

(Fall/Spring: 3) 

Not open to students who have completed MT 320 

Prerequisites: MT 202 and MT 216 

The MT 324-325 sequence is an honors version of MT 320, 
covering the same topics in more depth and with additional topics 
in the second semester such as metric spaces and the Lebesgue inte- 
gral. 

Mathematics Major Electives 

These courses are primarily taken to fulfill the elective require- 
ments of the mathematics major. 
MT 410 Differential Equations (Fall: 3) 
Prerequisites: MT 202 and MT 210 

This course is a junior-senior elective intended primarily for 
the general student who is interested in seeing applications of math- 
ematics. Among the topics covered will be the following: first order 
linear equations, second order linear equations, general nth order 
equations with constant coefficients, series solutions, special func- 
tions. 

MT 414 Niunerical Analysis (Spring: 3) 

Prerequisites: MT 202, MT 210, and familiarity with the 
Mathematica programming language 

Topics include the solution of linear and nonlinear algebraic 
equations, interpolation, numerical differentiation and integration, 
numerical solution of ordinary differential equations, approxima- 
tion theory. 

MT 420 Probability and Statistics (Spring: 3) 
Not open to students who have completed MT 426 
Students interested in actuarial sciences should take the 
MT 426-427 sequence. 
Prerequisites: MT 202 

This course is introductory but assumes a calculus back- 
ground. Its purpose is to provide an overview of the basic concepts 
of probability and statistics and their applications. Topics include 
probability functions over discrete and continuous sample spaces, 
independence and conditional probabilities, random variables and 
their distributions, sampling theory, the central limit theorem, 
expectation, confidence intervals and estimation, hypothesis testing. 

MT 426 Probability (Fall: 3) 

This course is not open to students who have completed MT 420. 

Prerequisites: MT 202, familiarity with the Mathematica program- 
ming language 

This course provides a general introduction to modern proba- 
bility theory. Topics include probability spaces, discrete and 
continuous random variables, joint and conditional distributions, 
mathematical expectation, the central limit theorem, and the weak 
law of large numbers. Applications to real data will be stressed, and 
we will use the computer to explore many concepts. 
MT 427 Mathematical Statistics (Spring: 3) 

Prerequisites: MT 426 or MT 420; familiarit)' with the 
Mathematica programming language 



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Topics studied include the following: sampling distributions, 
parametric point and interval estimation, hypothesis testing, good- 
ness-of-fit, parametric and nonparametric rwo-sample analysis. 
Applications to real data will be stressed, and the computer will be 
used to explore concepts and analyze data. 
MT 430 Introduction to Number Theory (Spring: 3) 
Prerequisites: MT 216 

Topics covered include divisibility, unique factorization, con- 
gruences, number-theoretic functions, primitive roots, diophantine 
equations, continued fractions, quadratic residues, and the distribu- 
tion of primes. An attempt will be made to provide historical 
background for various problems and to provide examples useful in 
the secondary school curriculum. 

MT 435-436 Mathematical Programming I and II 
(FaU/Spring: 3) 
Prerequisites: MT 210 

By providing an introduction to the theory, techniques, and 
applications of mathematical programming, the MT 435-436 
sequence demonstrates how mathematical theory can be developed 
and applied to solve problems from management, economics, and 
the social sciences. Topics studied from linear programming include 
a general discussion of linear optimization models, the theory and 
development of the simplex algorithm, degeneracy, duality, sensitiv- 
ity analysis, and the dual simplex algorithm. Integer programming 
problems, and the transportation and assignment problems are con- 
sidered, and algorithms are developed for their resolution. Other 
topics are drawn from game theory, dynamic programming, 
Markov decision processes (with finite and infinite horizons), net- 
work analysis, and non-linear programming. 
MT 440 Dynamical Systems (Spring: 3) 
Prerequisites: MT202 or permission of the instructor 

This course is an introduction to the theory of iterated func- 
tions of a single variable. Topics include the following: fixed points, 
periodic points, the quadratic family, bifurcations, one and two 
dimensional chaos, fractals, iterated function systems, Julia sets, and 
the Mandelbrot set. 

MT 445 Applied Combinatorics (Fall: 3) 

Not open to students who have completed MT 245. 

Prerequisites: A year of calculus; a course in linear algebra, abstract 

algebra or multivariable calculus 

This is a course in enumeration and graph theory. The object 
of the course is to develop proficiency in solving discrete mathemat- 
ics problems. Among the topics covered are the following: counting 
methods for arrangements and selections, the pigeonhole principle, 
the inclusion-exclusion principle, generating functions, recurrence 
relations, graph theory, trees and searching, and network algo- 
rithms. The problem-solving techniques developed apply to the 
analysis of computer systems, but most of the problems in the 
course are from recreational mathematics. 

MT 45 1 Euclidean and Non-Euclidean Geometry (Spring: 3) 

Prerequisites: MT 216 

This course surveys the history and foundations of geometry 
from ancient to modern times. Topics will be selected from among 
the following: Mesopotamian and Egyptian mathematics, Greek 
geometr)', the axiomatic method, history of the parallel postulate, 
the Lobachevskian plane, Hilbert's axioms for Euclidean geometry, 
elliptic and projective geometry, the trigonometric formulas, mod- 
els, geometry and the study of physical space. 
MT 460 Complex Variables (Spring: 3) 
Prerequisites: MT 202; MT 302 recommended 



This course gives an introduction to the theory of functions of 
a complex variable, a fundamental and central area of mathematics. 
It is intended for mathematics majors and well-prepared science 
majors. Topics covered include: complex numbers and their proper- 
ties, analytic functions and the Cauchy-Riemann equations, the 
logarithm and other elementary functions of a complex variable, 
integration of complex functions, the Cauchy integral theorem and 
its consequences, power series representation of analytic functions, 
the residue theorem and applications to definite integrals. 
MT 470 Mathematical Modeling (Fall: 3) 

Prerequisites: MT 202, MT 210, and familiarity with the 
Mathematica programming language. 

This is a course primarily for mathematics majors with the 
purpose of introducing the student to the creation, use and analysis 
of a variety of mathematical models and to reinforce and deepen 
the mathematical and logical skills required of modelers. A sec- 
ondary purpose is to develop a sense of the existing and potential 
roles of both small and large scale models in our scientific civiliza- 
tion. It proceeds through the study of the model-building process, 
examination of exemplary models, and individual and group efforts 
to build or refine models through a succession of problem sets, lab- 
oratory exercises, and field work. 

MT 480 Mathematics Seminar (Fall/Spring: 3) 

Topics for this one-semester course vary from year to year 
according to the interests of faculty and students. With department 
permission it may be repeated. 

MT 499 Readings and Research (Fall/Spring: 3) 
Department permission is required 

This is an independent study course, taken under the supervi- 
sion of a Mathematics Department faculty member. Interested 
students should see the Chairperson. 
MT 694 Honors Seminar (Fall/Spring: 3) 

This is a seminar course required of students in the 
Departmental Honors program. Other interested students may also 
participate in the seminar, with permission of the instructor. 

Graduate Course Offerings 

MT 801 Thesis Seminar (Fall/Spring: 3) 

Problems of research and thesis guidance, supplemented by 
individual conferences. 

MT 804-805 Analysis I and II (Fall/Spring: 3) 

Prerequisites: MT 320 or MT 324-325 or equivalent 

The MT 804-805 sequence is intended to emphasize the basic 
ideas and results of calculus and to provide an introduction to 
abstract analysis. The course begins with an axiomatic introduction 
to the real number system. Metric spaces are then introduced. 
Theoretical aspects of convergence, continuity, differentiation, and 
integration are treated carefully and are studied in the context of a 
metric space. The course includes an introduction to the Lebesgue 
integral. 

MT 814-815 Theory of Functions of a Complex Variable I and II 

(Fall/Spring: 3) 

Prerequisites: MT 320 or MT 324-325 or equivalent 

Topics for the MT 814-815 sequence include: differentiation 
and integration of a function of a complex variable, series expan- 
sion, residue theory, entire and meromorphic functions, 
multiple-valued functions, Riemann surfaces, and conformal map- 
ping problems. 

MT 816-817 Modern Algebra I and II (Fall/Spring: 3) 

Prerequisites: MT 310 or MT 314-315, or permission of instructor 



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The MT 816-817 course sequence will study the basic struc- 
tures of abstract algebra. Topics will include groups, rings, ideal 
theory, unique factorization, homomorphisms, field extensions, and 
Galois theory. 

MT 840-841 Topology I and II (Fall/Spring: 3) 

Prerequisites: MT 320 or MT 324-325 or equivalent 

Topology is the study of geometric phenomena of a very gen- 
eral sort, and, as such, topological notions appear throughout pure 
and applied mathematics. The first semester of the MT 840-841 
sequence is devoted to General or Point-Set Topology with empha- 
sis on those topics of greatest applicability. The subject will be 
presented in a self-contained and rigorous fashion with stress on the 
underlying geometric insights. The content of the second semester 
varies from year to year. It will be an introduction to a specialized 
area of topology; for example algebraic, differential or geometric 
topology. 
MT 888 Interim Study (Fall/Spring: 0) 

Required for master's candidates who have completed all 
course requirements but have not taken comprehensive examina- 
tions. Also for master's students (only) who have taken up to six 
credits of Thesis Seminar but have not yet finished writing their 
thesis. 

MT 899 Readings and Research (Fall/Spring: 3) 
Department permission required 

This is an independent study course, taken under the supervi- 
sion of a Mathematics Department faculty member. Interested 
students should see the Director of the Graduate Program. 
MT 903 Seminar (Spring: 3) 

This seminar is required of all candidates for the M.A. degree 
who do not take MT 801. 

Music 

Faculty 

T. Frank Kennedy, SJ., Associate Professor; Chairperson of the 

Department; B.A., Boston College; M.F.A., Tulane University; 

Diploma in Pastoral Theology, University of London; Ph.D., 

University of California, Santa Barbara 

Thomas Oboe Lee, Associate Professor; B.A., University of 

Pittsburgh; M.M. New England Conservatory; Ph.D., Harvard 

University 

Jeremiah W. McGrann, Assistant Professor; B.A., Austin College; 

Ph.D., Harvard University 

Departmental Notes 

• Administrative Secretary: Pattie Longbottom,617-552-8720, 
patricia.longbottom@bc.edu 

• World Wide Web: http://www.bc.edu/bc_org/avp/cas/music/ 

Undergraduate Program Description 

The Department of Music offers courses in Western and non- 
Western musics — history, theory, composition, and 
performance — to educate both listeners and musicians. All stu- 
dents, regardless of musical background, are welcome in any course, 
unless a prerequisite or permission of instructor is indicated. 

The introductory courses give students a broad background in 
concepts, methods, and repertoires from which they may choose 
more specialized courses. Theory and performance courses focus on 
the technical tools of music, with Fundamentals of Music covering 
the basics as a prerequisite to Tonal Harmony, Jazz Harmony, 
Chromatic Harmony, and Counterpoint, as well as 
Instrumentation, Analysis, and the Seminar in Composition. Credit 
for performance is offered through Individual Instruction, 
Orchestra Practicum, Voice for Performance, Gospel Workshop and 



Improvisation, which are one-credit courses to be taken for three 
semesters in order to count for a full course credit. Individual 
Instrumental Instruction, either credit or non-credit, and Voice for 
Performance both require an extra fee. 

In addition, several free, non-credit performance courses offer 
instruction and/or coaching in various instruments and ensembles. 
Major Requirements 

A music major within a liberal arts framework is broader than 
that offered by either a conservatory or a school of music. In a lib- 
eral arts framework, courses offer students historical, theoretical, 
cultural and performance perspectives on music. The student 
majoring in music at Boston College may find employment in 
teaching, in communications or arts administration, in liturgical 
music, or may major in music simply to provide a firm discipline 
for the mind and a source of lifelong enjoyment. Some students 
may go on to graduate school or a conservatory to become profes- 
sional performers, composers, musicologists, or ethnomusicologists. 
Within the major, all students receive a common core of knowledge 
with a specialization at higher levels in such areas as composition, 
performance, music history or cross-cultural studies. 

A grounding not only in the traditional musical skills of 
Western fine-art music but also knowledge of music of the twenti- 
eth century, of American music, and of the traditions of other 
cultures is considered indispensable, as we approach the twenty first 
century. 

Courses for the Music Major 

(Minimum of 12 courses) 

• Optional Introductory Courses: Fundamentals of Music Theory 
(MU 070) may be substituted for one of the electives, with the 
approval of the Chairperson. 

• Theory, Analysis, and Composition Courses: (4 courses total) 
Prerequisite: MU 070 Fundamentals of Music Theory or 
equivalent 

Required of all majors: MU 110 Harmony, MU 211 
Chromatic Harmony, MU 312 Counterpoint 

• Choice of any one course: MU 212 Orchestration, MU 214 
Form and Analysis, MU 215 Jazz Harmony, MU 315 
Composition Seminar 

• Historical Courses: (3 courses total) 

Required of all majors: MU 209 Twentieth Century Music 
Choice of any two: * MU 20 1 Medieval-Renaissance Music, 
MU 203 Music of the Baroque, MU 205 Music of the Classic 
Era, MU 207 Music of the Romantic Era 
* With permission of the Chairperson, a composer or genre 
course may be substituted for one of these. 

• Cross-Cultural Courses: (2 courses total) 

Required of all majors, a choice of one from each of the fol- 
lowing two groups: 
Group I 

• MU 30 1 Introduction to World Music 

• MU 348 Music of Middle East (and various other cultures) 

• MU 350 Topics in Ethnomusicology 
Group II 

• MU 320 Music and America 

• MU 321 Rhythm and Blues in American Music 

• MU 322 Jazz in America 

• MU 330 Introduction to Irish Folk Music 

• Performance Ensemble Experience: (Minimum of two semesters) 
Choose from among the following: Boston College Symphony 

Orchestra; Chamber Music Ensemble; Popular Styles Ensemble; 
Irish Traditional Fiddle Class or Early Music Ensemble; University 



134 



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Chorale, Madrigals, or other approved singing group; Concert band 
or Jazz band; folk, rock, or non-Western ensemble (by consultation 
with Chairperson). 

• Required Senior Seminar: ( 1 semester) 

The Senior Seminar (MU 405) will ordinarily be open only to 
senior music majors. The Seminar will allow them a framework for 
synthesizing their various courses into a coherent whole, with spe- 
cial emphasis in one of the areas listed above (theory and 
composition, history, cross-cultural, or performance), and serve as 
preparation for senior exams and/or a senior project, with super- 
vised reading, research, writing, and discussion and/or performance. 

• Electives: (2 courses) 

The student will choose a minimum of two semester courses 
in whatever category is appropriate to his or her particular interest, 
whether it is in music-theory and composition, performance, his- 
tory, or cross-cultural stuches. 

Students with performance emphasis must have three semes- 
ters of private instruction for credit. The three credits for private 
instruction will be granted only upon completion of the third 
semester of lessons. Music majors taking private instruction for 
credit will perform for a jury of faculty members at the end of each 
semester. Students with performance emphasis will also fulfill the 
required two semesters of ensemble participation. 

• Cumulative Listening Competency: 

Listening based on the Required Repertoire for Listening ^w^n 
to all majors at the beginning of sophomore year (or whenever 
major is declared). Each year of the music major (normally three), a 
short list of works will be given to the student to be acquainted 
with by the end of the year. A listening test on these works will be 
administered until the student passes. In addition, all seniors will be 
expected to have passed the minimum competence requirements for 
Ear Training and Sight-Singing before graduation. (The course MU 
081-082 Ear-Training and Sight-Singing, a one-credit course, is rec- 
ommended as an aid to passing this test.) 
Honors 

In order to graduate with departmental honors a music major 
must maintain a B+ grade average, pass the Ear-Training and 
Listening Repertoire requirements with a high score, and produce a 
final project, recital, or paper deemed worthy of honors. 
Information for First Years/Majors and Non-Majors 

Included in the University's Core Curriculum is one (1) course 
in the Arts (Fine Arts, Music, Theatre). MU 005 The Musical 
Experience, MU 066 Introduction to Music, and MU 070 
Fundamentals of Music Theory are the Music Department's Core 
offerings. 

* They are designed for the non-musician as well as the stu- 
dent who has studied music. Prospective music majors should 
reference the Recommended Course of Study listed below. Students 
with advanced musical backgrounds and interests should speak to 
the Department Chairperson regarding appropriate upper-level 
courses. 

*MU 301 Introduction to World Music may be used to fulfill 
the Cultural Diversity Core requirement. 

Recommended Course of Study 

Freshman Year 

Freshmen who feel they may wish to consider majoring in 
music, (or wish to fulfill the Core requirement in Fine Arts by tak- 
ing a music course) should take MU 005 The Musical Experience, 
or MU 066 Introduction to Music. Either of these courses is a gen- 
eral introduction to the field and its various methodologies, and a 
student may receive retroactive credit for the major if passed with a 



B+ or higher. All students declaring the music major should try as 
freshmen to take or test out of Fundamentals of Music Theory, a 
course covering the notation of music and fundamental ear-train- 
ing. 

Sophomore Year 

Harmony and Chromatic Harmony should be taken in 
sequence along with MU 081-082, Ear Training/Sight Singing 
Labs. Two history courses in Western Music (selected from 
Medieval-Renaissance, Baroque Music, Music of the Classical Era, 
Music of the Romantic Era, Music of the Twentieth Century, or a 
composer or genre course) or one history course and one cross-cul- 
tural course should be taken. The first year's required Listening 
Repertoire should be mastered. Some performance experience 
(Orchestra, Chorale, Band, Chamber Music, non-Western perfor- 
mance, and/or private lessons) should be started and pursued 
throughout the rest of the major. 

Junior Year 

Counterpoint and a choice of Jazz Harmony, Form and 
Analysis, Orchestration or Composition and a second or third his- 
tory course and/or a cross-cultural course should be taken. The 
second year of the required Listening Repertoire should be mas- 
tered. 

Senior Year 

Any advanced courses in the Department relevant to the par- 
ticular emphasis the student has chosen — performance, 
composition, history, or cross-cultural — and the Senior Seminar, 
which will help the student synthesize previous course work. The 
final year of the required Listening Repertoire should be mastered. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

MU 005 The Musical Experience (Fall/Spring: 3) 
Satisfies Arts Core requirement 

This is an introduction to music in the broadest terms possible 
stressing how one hears and thinks about music. We will look at 
how music is made, what it might mean, and how it functions in 
society. The music itself will vary greatly, covering the traditional 
musics of various cultures, pop music, and the Western art tradi- 
tion. Issues addressed are the following: what people hear in a 
symphony, what is enjoyable about opera, how to hear a movie, and 
the musical progenitors of rap. 
Jeremiah McGrann 
Meabh Ni Fhuarthain 

MU 050 The Boston College Madrigal Singers (Fall/Spring: 0) 

A mixed-voice singing group that comes together to sing 
repertoire from the Sixteenth to the twentieth centuries. The group 
performs on campus for various University functions. 
Laetitia Blain 

MU 066 Introduction to Music (Fall/Spring: 3) 
Satisfies Arts Core requirement 

This course will attempt to develop essential and critical lis- 
tening faculties by employing a chronological survey of the 
elements, forms, and various types of music that the serious listener 
is exposed to today. The principal emphasis of the course will be on 
traditional Western art music from medieval Gregorian Chant to 
20th century electronic music, but certain excursions into the world 
of non-Western musics, jazz and, American popular song will be 
included to diversify and enrich the experience of listening critically 
to music. 



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Arts and Sciences 



T. Frank Kennedy, S.J. 

MU 070 Fundamentals of Music Theory (Fall/Spring: 3) 

Satisfies Arts Core requirement 

An introductory music theory course designed for students 
with a strong interest in music. As a Core course it includes specu- 
lations on how musical discourse informs our perception and 
understanding of the world around us. Students learn to acquire 
skills in music notation and transcription. The following theoretical 
concepts will be extensively covered: notation of pitch and rhythm, 
scales, intervals, chords, and harmonic progression. Students leave 
the course prepared for upper level study in music theory and will 
begin to question broader issues concerning the meaning and use of 
music. 

Margaret McAllister 
Sandra Hebert 
Frederick Stubbs 

MU 073 Irish Dancing (Fail/Spring: 0) 
Performance Course 

World-renowned Irish dance instructor/choreographer 
Michael Smith will offer Irish dance classes focusing on the tradi- 
tional ceili dances of Ireland. Emphasis on the basic steps needed to 
execute ceili dances and demonstration of couple dancing will be 
the primary concentration of this class. No prior experience neces- 
sary. 

Michael Smith T.C.R. G. 

MU 076 The Boston College Symphony Orchestra 
(Fall/Spring: 1) 
Performance Course 

The orchestra gives three full concerts each year plus the 
annual Messiah Sing in December. At various times the orchestra 
performs with the B.C. Chorale and accompanies musical produc- 
tions in association with the Theatre Department. Concert 
programs provide students with wide experiences in the orchestral 
arts. Recent programs have included Brahms' Academic Festival 
Overture, Saint-Saens Organ Symphony and Beethoven's Triple 
Concerto featuring faculty soloists. Students vie for solo opportuni- 
ties in the annual Concerto/Aria Competition offered by the 
orchestra. The BCSO is also committed to presenting music of our 
time. Recently the orchestra premiered BC faculty member Thomas 
Oboe Lee's Sinfonietta as well as The Silver Chalice by American 
film giant Franz Waxman. 

Membership is by audition only. From one to three credits will 
be awarded for regular, graded participation in the Boston College 
Symphony Orchestra during a student's career at BC. 
Steven Karidoyanes 

MU 077 Chamber Music Ensembles (Fall/Spring: 0) 
Satisfies music major requirement for ensemble performance 
No fee 

A non-credit course. Regular participation and coaching in 
chamber ensembles. The course is offered without credit and is 
open to any qualified student. It will fulfill the music major require- 
ment for ensemble performance. 
Sandra Hebert 

MU 078 Traditional Irish Fiddle Class (Fall/Spring: 0) 
Performance Course 
No fee 

Classes with opportunity for individual instruction. A study of 
traditional Irish Fiddle music incorporating styles, technique, bow- 
ings, fingerings and ornamentation. Learn to read and play the airs 



and dance music of Ireland along with the music of seventeenth 
and eighteenth century Ireland, that of the ancient Bardic Harpers 
and court musicians. 

Classes taught by Seamus Connolly, one of the world's leading 
Irish traditional musicians and 10 times the Irish National Fiddle 
champion. He is assisted by Laurel Martin, another well known and 
respected Irish Fiddle player and teacher. Open to any level, no 
experience required. The classes will also teach the art of listening 
and will provide opportunities to play with instrumental ensembles 
as well as partaking in musical sessions in and around the Boston 
Irish music scene. Violin rental possible. A small tape recorder rec- 
ommended. 
Seamus Connolly 
Laurel Martin 

MU 079 Popular Styles Ensemble (Fall/Spring: 0) 
Performance Course 
No fee 

A non-credit course. Regular participation and coaching in 
jazz, rock, and fusion styles in small group sessions. Any appropri- 
ate instruments are welcome. 
Eric Kniffen 

MU 081 Ear Training/Sight-Singing Lab (Fall/Spring: 1) 
Performance Course for music majors 

A twice-weekly opportunity to develop the skills of sight- 
singing and ear-training; for students who are taking theory or 
other music courses or who are in singing groups and wish to 
improve their skills. Students will learn to sing melodies on sight by 
drilling scales and intervals. Ear-training will focus on melodic, 
rhythmic and harmonic dictation. Highly recommended for stu- 
dents taking Fundamentals of Music and Tonal Harmony. 
Michael Burgo 

MU 082 Advanced Ear Training/Sight-Singing Lab 
(Fall/Spring: 1) 
Performance Course 

A continuation of MU 081. 
Michael Burgo 



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>2«^r-'j.*SK>^»/. ♦ 




Arts and Sciences 



MU 083 Introduction to Improvisation (Fall/Spring: 1) 
Performance Course 

Improvisation is a central feature of many Western musical 
styles. This course offers students the opportunity to learn how to 
improvise in jazz, blues and rock. In a hands-on manner, students 
are introduced to the fundamental concepts of improvising. No 
prior experience is necessary, and there is no prerequisite, but you 
should have at least some experience playing an instrument or 
singing. In addition to extensive in-class performance, accompani- 
ment recordings are provided for practice outside class. This course 
may be repeated for credit. 
Erik Kniffen 

MU 084 Intermediate Improvisation (Fall/Spring: 1) 
Performance Course 

Prerequisites: MU 083 or permission of instructor and previous or 
concurrent enrollment in MU 070 

This course focuses, in a hands-on manner, on three elements 
of improvisational skill in jazz, blues and rock as it advances from 
the basic concepts of improvisation introduced in Introduction to 
Improvisation. The course embraces different styles of improvisa- 
tional music and directs attention to recognizing and responding to 
these styles in performance situations. This course may be repeated 
for credit. 
Erik Kniffen 

MU 085 The Boston College Flute Choir (Fall/Spring: 0) 
Performance Course 

An ensemble devoted solely to music for multiple flutes. Meets 
once a week with a coach. Public performances at B.C. and in the 
community. 
Judith Grant-Duce 

MU 086 Advanced Improvisation (Fall/Spring: 1) 
Performance Course 

Prerequisites: MU 084 or permission of instructor and previous or 
concurrent enrollment in MU 110 

This course offers the advanced improvisor the opportunity to 
build higher order skills of improvisation in the jazz and rock 
idioms. While the course entails extensive instruction in music the- 
ory, the focus is on application of theoretical concepts to real-world 
improvisational contexts. The course outlines advanced concepts in 
melody-shaping, form/harmony, and musical style. This course may 
be repeated for credit. 
Erik Kniffen 

MU 087 Tin Whistle (Fall/Spring: 0) 
Performance Course 
No fee 

Learn the Irish tin whistle with a seasoned native Irish player. 
Expect to become familiar with dance forms and genre. 
Instruments available at nominal cost. 
Jimmy Noonan 

MU 090 Boston College Concert Band (Fall/Spring: 1) 
No audition required 

The BC Coricert Band draws its membership from the greater 
Boston College community. Undergraduate students, graduate stu- 
dents, staff, faculty and alumni participate in this unique ensemble. 
The Concert Band performs standard concert band repertoire as 
well as marches, Broadway and film music, and some popular 
music. The Concert Band presents a Christmas concert, a winter 
concert and a spring concert each year. The Concert Band also per- 
forms combined concerts with other university bands. 
Sebastian Bonaiuto, Conductor 



MU 091 Swinging Eagles Stage Band (Fall/Spring: 1) 
Audition required 

The Swingin' Eagles Stage Band is open to all Boston College 
instrumentalists. Membership is determined by audition. The Stage 
Band has a fixed instrumentation of five saxophones, five trumpets, 
four trombones, piano, guitar, bass and drums. The Stage Band per- 
forms standard big band literature as well as some popular 
selections. The Stage Band performs at festivals, an annual spring 
concert and at other campus events. 
David Healey, Conductor 
MU 092 B.C. bOp! (Fall/Spring: 1) 
Audition required 

B.C. bOp! is an ensemble dedicated to the highest levels of 
instrumental and vocal jazz performance. Membership is deter- 
mined by audition. Instrumentation for B.C. bOp! consists of five 
saxophones, five trumpets, four trombones, piano, guitar, bass, 
drums, auxiliary percussion and a vocal ensemble of four to six 
mixed voices. B.C. bOp! performs jazz and popular music from the 
1940's to the 1990's, and appeals to a wide range of musical tastes. 
Sebastian Bonaiuto, Conductor 
Jojo David, Vocal Director 

MU 095 Wind and Percussion Chamber Ensemble (Spring: 1) 
J.D. Shaw 
Steve Cirillo 

MU 096 Gospel Workshop (Fall/Spring: 1) 
Performance Course 
Cross listed with BK 290 

This course is a study and performance of the religious music 
of the Black Experience known as Spirituals and Gospels. One 
major performance is given each semester. Concerts and perfor- 
mances at local Black churches are also presented with the Voice of 
Imani Gospel Choir. The Gospel Workshop will provide the lab 
experience for MU 321 (BK 266) and MU 322 (BK 285). 
Members of these classes will be required to attend a number of 
rehearsals and performances of the Gospel Workshop. Members of 
the classes may sing in the choir but it is not required for the 
course. No experience is required for membership, but a voice 
placement test is given to each student. 
Hubert Walters 

MU 098 Voice for Performance (Fall/Spring: 1) 
Tutorial fee required 
Performance Course 

Emphasis is on individual coaching and training in developing 
vocal qualities for performance. 
Laetitia Blain 
Hanni Myers 

MU 099 Individual InstrumentalA'bcal Instruction 
(Fall/Spring: 1) 
Tutorial fee required 
Performance Course 

Weekly private lessons will be awarded a single credit with 
approval of the Department Chairperson. A maximum of six credits 
may be received for lessons. Lessons must be arranged through the 
Music Department before the end of the drop/add period. Music 
majors taking private instruction for credit will perform for a jury 
of faculty members at the end of each semester. 
The Department 



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137 







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VAC-^'i'^ 




Aff r5 AA^z) Sciences 



MU 100 Individual Instrumental A'bcal Instruction 

(Fall/Spring: 0) 

Performance Course 

Tutorial fee required depending on the length of the lesson. 

This course consists of weekly private lessons on an instru- 
ment or in voice or composition for 60, 45, or 30 minutes. Lessons 
must be arranged through the Music Department before the end of 
the drop/add period. 
The Department 

MU 110 Harmony (Fall/Spring: 3) 
Theory Course 

Prerequisites: MU 070 or permission of Department 
Corequisites: (for Music Majors) MU 081 

Harmony will cover the principles of diatonic harmonic pro- 
gression, four-part writing from a figured bass, and harmonization 
of chorale melodies. We will increase our vocabulary to include 
modes and seventh chords, and continue to develop skills in analy- 
sis, keyboard harmony, and ear-training. 
Thomas Oboe Lee 
Margaret McAllister 
Sandra Hehert 

MU 201 Medieval/Renaissance (Fall: 3) 
Historical Period 

A study of the development of Western Music from the first 
stages of musical notation in the Middle Ages through the poly- 
phonic music of the sixteenth century. Both sacred and secular 
traditions will be considered, including Gregorian chant, the poly- 
phonic Mass and motet, the chanson, and the madrigal of the 
Sixteenth Century. Although most of the literature of this period is 
vocal, a study of the instruments and instrumental literature will be 
included. 

T.Frank Kennedy,S.J. 

MU 203 Music of the Baroque (Spring: 3) 
Historical Period 

This course includes music in the Seventeenth and first half of 
the eighteenth Ccenturies; from Monteverdi and Schutz to Bach 
and Handel. We will study the rise of new forms and growth of 
instrumental and vocal music: opera, oratorio, cantata, trio sonata, 
solo sonata, concerto, concerto grosso, dance suite, fugue. 
T. Frank Kennedy, S.J. 

MU 205 Music of the Classic Period (Spring: 3) 
Historical Period 

This course will consider the musical trends of the eighteenth 
and nineteenth centuries (c. 1750-c. 1830) that are characterized by 
the movement towards simplicity in melody, and a clarification of 
harmonic language. While music that served as a transitional style 
from the Baroque period will be the starting point for this course, 
in large measure, the focus of the course will be on the music of the 
four great composers who lived and worked in, or around Vienna 
in the period 1780 — 1828: Haydn, Mozart, Beethoven and 
Schubert. All were masters of sonata form, and all composed in the 
principle genres of sonata form: sonata, symphony and quartet The 
genres of opera and concerto during this period will also be consid- 
ered. 
William Youngren 

MU 206 Opera (Fall: 3) 
Genre Course 

In this course we will look at how text and music combine to 
relate a drama, concentrating on five representative masters of the 
seventeenth through nineteenth centuries — Monteverdi, Handel, 
Mozart, Verdi, and Wagner. This course will take excursions into 



other works — the operas created for the court of Louis XIV, the 
vocal pyrotechnics of the Italian golden age of singing, the spectacle 
of French grand opera, and the operatic qualities of the modern 
Broadway musical. 
Jeremiah McGrann 

MU 211 Chromatic Harmony (Fall/Spring: 3) 
Theory Course 

Prerequisites: MX] 110 

This course will cover the basic principles of chromatic pro- 
gression. Maintaining the format of four-part writing from a 
figured bass, we will incorporate secondary dominants, diminished 
seventh chords, and augmented sixth chords. The concepts of mod- 
ulation and modal interchange will be covered, and studies in 
keyboard harmony, ear-training, and analysis will be continued. 
Thomas Oboe Lee 

MU 212 Orchestration (Spring: 3) 
Theory Course 
Prerequisites: MU 070 or permission of the instructor 

The study of the instruments of the symphony orchestra, their 
character, timbre and range. Students will be exposed to a wide 
variety of orchestral music and will learn how instrumental color 
and texture contribute to the compositional process. Original com- 
position will not be required; students will arrange music for varied 
instrumental combinations. 
Margaret McAllister 

MU 215 Jazz Harmony, Improvisation and Arranging (Fall: 3) 
Theory Course 

Prerequisites: MX} 110 

This course will concentrate on the study of chord structures, 
chord substitutions, chord scales and improvisation as they have 
been codified by contemporary jazz musicians. The technical inno- 
vations in the music of Sonny Rollins, Thelonius Monk, Charlie 
Parker, Herbie Hancock, Wayne Shorter, and Miles Davis will be 
analyzed and discussed. Special attention will be placed on arrang- 
ing and composition including the following: the piano lead sheet, 
writing for horns in a jazz ensemble, scoring for the trap-set, the 
walking bass-line, re-harmonization of standards, composing origi- 
nal melodies on chord structures of tunes by Berlin, Kern, 
Gershwin, rhythm changes, and the blues. The student should have 
basic keyboard skills, but it is not a prerequisite. 
Thomas Oboe Lee 

MU 225 Literature and Opera I (Fall: 3) 

Genre Course 

Cross listed wdth RL 274 

See the course description under RL 274. 
Joseph Figurito 

MU 226 Literature and Opera II (Spring: 3) 
Genre Coiu'se 
Cross listed with RL 275 

See course discription under RL 275. 
Joseph Figurito 

MU 227 Keyboard Music (Fall: 3) 
Genre Course 

This course will show how composer/performers have 
explored and exploited the expressive possibilities inherent in three 
keyboard instruments (harpsichord, clavichord and piano music for 
organ is not included). Students should come away with an under- 
standing of the main differences in the construction and sonic 
possibilities of these three instruments, the change of musical &x\Ac& 
and forms over a four hundred year period (from the Baroque 
through today), and specific knowledge of the masterpieces of key- 



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board music by some of the great keyboard composer/performers. 
Included will be a trip to view the instrument collection at the 
Museum of Fine Arts and students will be expected to attend con- 
certs in the Boston area. Some previous acquaintance with the 
keyboard is recommended but not required. 
Sandra Hebert 

MU 270 Beethoven (Spring: 3) 
Composers 

This is an introduction to the life and music of Ludwig van 
Beethoven (1770-1827), tracing his intellectual development 
within the culture and society of the Rhenish Enlightenment, his 
musical enrichment of the High Classicism of Mozart and Haydn 
(among others), and the heroic style of his best known works, to his 
feelings and expressions of musical and social isolation in his last 
years, and his problematic identity with the burgeoning romantic 
movement in Germany. Emphasis will be on the music itself, con- 
centrating on compositions from three genres: piano sonata, string 
quartet and symphony. Also covered will be the concerto, his opera 
Fidelia, and the Missa Solemnis. 
Jeremiah McGrann 

MU 280 Russian Music (Fall: 3) 
Genre Course 

This survey will look at the different identities of Russian 
music as they begin to emerge in the nineteenth century, the prob- 
lematic relationship of a nationalist school to other European 
musical traditions, Russia's exploration of its own multi-ethnic cul- 
ture, the reliance on its folk and liturgical musical traditions, the 
mystical and revolutionary creations in the first decades of the 
twentieth century, and the struggle of the individual creative artist 
within a Marxist and Soviet society. Some of the composers to be 
studied are Tchaikovsky, Rimsky-Korsakov, Mussorgsky, Scriabin, 
Rachmaninoff, Stravinsky, Prokofiev, and Shostakovich. 
Jeremiah McGrann 

MU 301 Introduction to World Music (Fall/Spring: 3) 

Cross-Cultiiral Course 

Satisfies Cultural Diversity Core requirement 

This course will select several world musics and examine them 
in detail. Among those to be surveyed will be North African and 
Middle Eastern music, Klezmar music. Eastern European folk 
music and American Bluegrass. Throughout these examinations 
some common questions will be addressed: what does music mean 
in these cultures? Does a Western concept of music differ? How can 
we understand these musics in a meaningful way? 
Frederick Stubbs 

MU 312 Counterpoint I (Spring: 3) 
Theory Course 

Prerequisites: MU 070 or permission of Department 

In this course we will study the fundamentals of two and 
three-part polyphonic styles. The course objective will be to build a 
dependable contrapuntal technique using the principles of species 
counterpoint and will include a brief survey of the historical origins 
of Western polyphony, and analysis of contrapuntal compositions 
of the Baroque period. 
Thomas Oboe Lee/Margaret McAllister 

MU 315 Seminar in Composition (Spring: 3) 
Theory Course 

Prerequisites: MU 110, MU 215, or consent of Department 

An introduction to the principles of music composition. The 
course will be conducted in two parts. Part one: Each class will 
meet as a group twice a week. These classes will concentrate on the 
analysis of representative works in both tonal and 20th century 



idioms- minimalism, serialism or dodecaphonicism, free-atonality, 
modality, neo-classicism, "third-stream," and the "new mysticism." 
Notable works will be discussed and used as models for student 
compositions. Part two: Each student will meet once a week with 
the instructor for a private studio composition lesson. Students will 
use Macintosh computer midi-synthesizer technology in the realiza- 
tion of their original works. By the end of the semester each student 
will have completed three short works that are class-assigned, and 
one major original composition. 
Thomas Oboe Lee 

MU 320 Music in the Americas (Spring: 3) 
Genre Course 

This course surveys the musical heritage of what are now the 
United States in the broadest historical and stylistic terms possible: 
from before the Puritans past punk. Included are religious and secu- 
lar music as well as popular and elite genres, such as Native 
American pow-wow music, Puritan hymnody and colonial singing 
schools, minstrelsy and parlor music, the rise of nationalism and its 
rejection in art music, music in the theater and in films, jazz and 
gospel, popular music as social enforcer and as social critic. 
Important figures include William Billings, Stephen Foster, Charles 
Ives, Louis Armstrong, Aaron Copland, Elvis Presley, and Jimi 
Hendrix. 
Jeremiah McGrann 

MU 321 Rhythm and Blues in American Music (Fall: 3) 
Cross-Culturai Course 
Cross listed with BK 266 

This course examines the elements of rhythm and blues in the 
Afro-American sense, and traces the influence of these elements on 
American popular and classical music from the early 1900s to the 
present. Records, tapes, and audio-visual material that include 
music from the early New Orleans period to present day jazz/rock 
and music videos will be used throughout the course. 
Hubert Walters 

MU 322 Jazz in America (Spring: 3) 
Cross-Cultural Course 
Cross listed with BK 285 

This course provides a thorough and detailed study and exam- 
ination of the Black music that has come to be known as jazz. The 
socio-political nature of Black music in America, Black music in 
education, and the relations of Black music and the mass media are 
considered. Students will have the opportunity to experience live 
performances of jazz and will be asked to do a general analysis of at 
least one recording (LP) of a jazz performance. 
Hubert Walters 

MU 323 Jazz: Listening and Describing (Fall: 3) 
Cross listed with EN 445 

See course description in the English Department. 
William Youngren 

MU 345 Music in the Age of Caravaggio (1580-1680) (Spring: 3) 
Historical Course 

Offered in conjunction with the exhibit entitled "Saints and 
Sinners: Art and Culture in Caravaggio's Italy," at the McMullen 
Museum of Art, February-May 1999, the course will include a 
study of Italian music of the period, considering the major musical 
genres, their transformation in the early Baroque, and the invention 
of new forms and genres. The course will consider the development 
of the madrigal within the emerging basso continuo style, monody 



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and the rise of opera, and the development of instrumental music. 

Both sacred and secular genres will be studied during this period 

(1580-1680). 

T. Frank Kennedy, S.J. 

MU 348 Music of the Middle East (Fall: 3) 

Cross-cultural Course 

This course consists of a survey of the musics of the Near East. 
Basic to this course is a study of the music of the Arab world, but 
non-Arab music of the Near East will also be studied: Persia, Turkey 
and Israel. Readings, listening assignments and in class, live perfor- 
mances on the instruments of Near Eastern cultures will all form 
part of the discussions for this study. Students will develop an 
understanding of Near Eastern culture and the traditions and 
philosophies associated with it. 
Frederick Stubbs 

MU 400 Readings and Research (Fall/Spring: 3) 
The Department 

MU 405 Senior Seminar (Fall: 3) 

For music majors in their senior year (exception only by spe- 
cial permission). Through supervised reading, research, writing, 
discussion and performance, this seminar will help majors develop a 
framework for synthesizing their various courses into a coherent 
whole, with special emphasis in the area of strongest interest (the- 
ory, composition, history, cross-cultural studies, or performance). It 
will also help prepare students for examinations in listening reper- 
toire and ear-training (see major requirements). 
The Department 

Philosophy 

Faculty 

James Bernauer, SJ., Professor; K^., Fordham University; A.M., 

St. Louis University; M.Div., Woodstock College; S.T.M., Union 

Theological Seminary; Ph.D., State University of New York 

Oliva Blanchette, Professor; K.V>., A.M., Boston College; S.T.L., 

Weston College; Ph.D., Universite Laval; Ph.L., College St. Albert 

de Louvain 

Patrick Byrne, Professor; B.S., A.M., Boston College; Ph.D., New 

York State University 

John J. Cleary, Professor; A.M.., University College, Dublin; Ph.D., 

Boston University 

Richard Cobb-Stevens, Professor; Chairperson of the Department; 

A.B., A.M., Boston College; Ph.D., University of Paris 

Joseph F.X. Flanagan, S.J., Professor; A.B., A.M., Boston College; 

S.T.L., Weston College; D.D.S., Washington University; Ph.D., 

Fordham University 

Richard Kearney, Visiting Professor; B A., University of Dublin; 

M.A., McGill University; Ph.D., University of Paris 

Peter J. Kreeft, Professor; A.B., Calvin College; A.M., Ph.D., 

Fordham University 

Thomas J. Owens, Professor; A.B., A.M., Boston College; Ph.D., 

Fordham University 

David M. Rasmussen, Professor; A.B., University of Minnesota; 

B.D., A.M., Ph.D., University of Chicago 

William J. Richardson, S.J., Professor; Ph.L., Woodstock College; 

Th.L., Ph.D., Maitre-Agrege, University of Louvain 

Jacques M. Taminiaux, Adelmann Professor; Doctor Juris, Ph.D., 

Maitre-Agrege, University of Louvain 

Norman J. Wells, Professor; A.B., Boston College; L.M.S., 

Pontifical Institute of Medieval Studies; A.M., Ph.D., University of 

Toronto 



Ronald Anderson, S.J., Associate Professor; B.Sc, University of 

Canterbury; Ph.D., University of Melbourne; M.Div., Weston 

School of Theology; Ph.D., Boston University 

Gary Gurtler, SJ., Associate Professor; B.A., St. John Fisher College; 

M.A., Ph.D., Fordham University; M.Div., Weston School of 

Theology 

Arthur R. Madigan, SJ., Associate Professor; A.B., Fordham 

University; A.M., Ph.D., University of Toronto; M.Div., S.T.B., 

Regis College, Toronto 

Thomas S. Hibbs, Associate Professor; B.A., M.A., University of 

Dallas; M.A., Ph.D., University of Notre Dame 

Stuart B. Martin, Associate Professor; A.B., Sacred Heart College; 

L.M.H., Pontifical Institute of Medieval Studies; A.M., Ph.D., 

Fordham University 

Vanessa P. Rumble, Associate Professor; B.A., Mercer University; 

Ph.D., Emory University 

Francis Soo, Associate Professor; A.B., Berchmans College; A.M., 

University of Philippines; B.S.T., Fu-Jen University; A.M., Harvard 

University; Ph.D., Boston College 

Eileen C. Sweeney, Associate Professor; B.A., University of Dallas; 

M.A., Ph.D., University of Texas at Austin 

Ronald K. Tacelli, S.J., Associate Professor; A.B., Boston College; 

M.Div., Weston College; Ph.D., University of Toronto 

Elizabeth Brient, Assistant Professor; B.A., Rice University; M.Phil., 

Ph.D., Yale University 

Gerard C. O'Brien, S.J., Assistant Professor; A.B., A.M., Boston 

College; Ph.D., Fordham University 

Ingrid Scheibler, Assistant Professor; B.A., University of Virginia; 

Ph.D., Trinity College, Cambridge 

David McMenamin, Adjunct Assistant Professor; B.A., Fordham 

University; M.A., Villanova University; Ph.D., Boston College 

Richard A. Spinello, Adjunct Assistant Professor; A.B., M.B.A., 

Boston College; M.A., Ph.D., Fordham University 

Departmental Notes 

• Department Administrator: Peggy Bakalo, 617-552-3877 

• Department Secretary: Rose Marie DeLeo, 617-552- 3847 

• Department Secretary: Louise Dietenhofer , 617-552-3845 

• World Wide Web: http://fmwww.bc.edu/PL/ 

Undergraduate Program Description 

Philosophical study at Boston College provides the opportu- 
nity for open-ended inquiry and reflection on the most 
fundamental questions about ourselves and our world. The 
Philosophy Department offers a broad spectrum of courses in the 
history of philosophy (ancient, medieval, modern, and contempo- 
rary), and a special focus on Continental Philosophy from Kant to 
the present. Faculty also teach and conduct research in metaphysics, 
philosophy of science, philosophy of religion, ethics, and social and 
political philosophy. In addition to these areas of specialization, 
provision is made for interdisciplinary programs. The Philosophy 
department offers a program of courses allowing for concentration 
in the following specialized areas: Ancient, Medieval, Modern, 
Contemporary American, Contemporary Continental, and the 
philosophies of religion and science. 

Undergraduate students may, with the approval of the 
Chairperson and the individual professor, enroll in certain graduate 
philosophy courses. 

The Department offers to qualified students the opportunity 
to do independent research under the direction of a professor. The 
Department also participates in the Scholar of the College Program, 
details of which are to be found in the Arts and Sciences section. 



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} 



Undergraduate majors who plan to do graduate work in phi- 
losophy will be prepared more than adequately to meet all 
requirements of graduate schools 

Major Requirements 

Working under the guidance of faculty advisors, students are 
encouraged to design a well-balanced program that will give them a 
solid foundation in the history of philosophy and yet allow for 
development of their major interests. Philosophy majors begin with 
one of the Philosophy Core offerings. 
History of Philosophy (Electives) 

This sequence is intended for students who have completed 
the Core requirement in philosophy and who wish to understand 
the history of Western thought in greater depth. Through study of 
the major thinkers in the history of philosophy, students will have 
the opportunity to develop a critical appreciation for the complex- 
ity of each philosopher's thought: the influences which have shaped 
each thinker's ethics, metaphysics, and epistemology, and the rich 
legacy which in turn has passed on. Open to both majors and non- 
majors, these courses are recommended especially for those who 
consider pursuing graduate study in philosophy and wish a thor- 
ough grounding in its history. Students are free to take selected 
courses or the sequence in its entirety. 

PL 405 Greek Philsophy 

• PL 406 Modern Philosophy 

• PL 407 Medieval Philosophy 

• PL 408 Nineteenth and Twentieth Century Philosophy 
Philosophy Minor 

The philosophy minor is structured to give students several 
thematic options which correspond to the traditional divisions of 
philosophical inquiry: 

• Ethical and Political Philosophy 

• Aesthetics 

• Philosophy of Religion 

• History and Philosophy of Science 

The department will offer in each of these areas a sequence of 
courses that will build on the foundation of our core courses. Each 
student will design his or her own minor in consultation with a fac- 
ulty advisor. Each program will consist of a coherent blend of 
required and elective courses. With the permission of the instructor 
seniors may participate in some graduate seminars. 

Information for First Year/Majors and Non-Majors 

The Department offers students three basic options for 
fulfilling the University's two-semester Core requirement in 
Philosophy: Core Program, Perspectives Program, PULSE Program. 

Core Programs 

The Core requirement for all undergraduates is six credits in 
Philosophy. The options and the requirements they fufiU are listed 
below: 

PL 070-071 Philosophy of the Person (Fall/Spring) 
This is a two-semester, six-credit course that fulfills the Core 
requirement in Philosophy. 

• PL281-282 Philosophy of Human Existence 

This is a two-semester, six-credit course that fulfills the Core 
requirement in Philosophy. 

Perspectives Program I-FV 

The Department offers four interdisciplinary courses in con- 
junction with other Arts and Sciences Departments. These courses 
are distinctive in two respects: curriculum content and class organi- 
zation. They offer each student the opportunity to work closely 
with a professor in a small group setting. This enables the student 



to feel at home in the University very quickly and to become 
acquainted with the rich resources of University life. These courses 
are designed to fulfill the Core requirements of the relevant depart- 
ments. 

Perspectives I 

PL 090-091 (TH 090-091) Perspectives on Western 
Culture I and II (Perspectives I) 

This two-semester, twelve-credit course fulfills the Core 
requirements in both Philosophy and Theology. 
For Freshmen Only 

Perspectives II 

UN 104-105/UN 106-107 Modernism and the Arts I and II 

This two-semester course fulfills the six-credit Philosophy 
Core requirement, the three-credit Literature Core requirement, 
and the three-credit Fine Arts Core requirement. 

Perspectives III 

UN 109-1 10/UN 111-112 Horizons of the New Social Sciences I 
and II 

This two-semester course fulfills the six-credit Philosophy 
Core requirement and the six-credit Social Sciences Core require- 
ment. 

Perspectives IV 

UN 1 19-120/UN 121-122 New Scientific Visions I and II 

This two-semester course may fulfill the six-credit Philosophy 
Core requirement and either the six-credit Natural Science Core or 
the three-credit Mathematics Core and three-credits of the Natural 
Science Core. 

PULSE Program 

The PULSE Program provides students with the opportunity 
to explore questions of philosophy, theology and other disciplines 
in courses which incorporate field work experience in one of 
Boston's many social service organizations. Through the combina- 
tion of academic reflection and community service, students are 
provided with a framework for understanding the intimate relation- 
ship between theory and practice. 

In light of classic philosophical and theological texts, social sci- 
ence, fiction, and poetry, PULSE students address topics such as the 
relationship of self and society, the nature of community, the mys- 
tery of suffering and the practical difficulties of developing a just 
society, urbanism, homelessness and alienation. PULSE students are 
challenged to investigate the insights offered by their readings in 
relation to their service work. 

Most PULSE students are enrolled in the course Person and 
Social Responsibility, which is one of the options for fulfilling the 
Core requirements in philosophy and theology. Several PULSE 
elective course are also offered, including Stories and Service, Values 
in Social Services and Health Care, and Boston: An Urban Analysis. 

All PULSE courses require a ten to twelve hour per week com- 
mitment to service. Carefully selected field placements in youth 
work, the correctional system, emergency shelters, vMDS and HIV 
services, legal and community advocacy, and literacy programs 
become the context in which students forge a critical and compas- 
sionate perspective both on society and on themselves. 
Opportunities for field experience are available in a variety of neigh- 
borhoods and institutions. The placements aim at responding to 
community needs while simultaneously providing a challenging 
opportunity for students to confront social problems. 

PULSE provides four levels of direction and supervision for 
student work: the on-site placement supervisor, faculty member, 
PULSE Council member, and PULSE staff After an initial orienta- 



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.:'\.'.?il^7>Vjis 



IttU 







Arts and Sciences 



tion, the on-site supervisor meets regularly with students to provide 
information, direction, and constructive feedback. The faculty 
member directs the students' academic work in a regularly sched- 
uled class. In addition, he or she meets with students weekly in 
discussion groups to consider issues which have presented them- 
selves in the students' service work. The PULSE Council member is 
an upperclass student who serves as coordinator, peer advisor, and 
support person. The PULSE Director has overall responsibility for 
the educational goals and interests of the PULSE program. In 
fulfilling that responsibility, the Director and the Assistant to the 
Director work as consultants and advisors for students, placement 
supervisors, and faculty. 

PL 088 (TH 088) Person and Social Responsibility I 

This is a two-semester, twelve-credit course that fulfills the 
University's Core requirements in Philosophy and Theology. 

Graduate Program Description 

The Department of Philosophy offers a strong emphasis on 
the history of philosophy (ancient, medieval, modern, and contem- 
porary), and a special focus on Continental European philosophy 
from Kant to the present. Faculty also teach and conduct research 
in metaphysics, philosophy of science, philosophy of religion, 
ethics, aesthetics, and social and political philosophy. Students have 
considerable flexibility in designing programs of study, and have 
access to the resources of Political Science, Theology, and other 
departments. 

The Department offers a Ph.D. program and a program lead- 
ing to an M.A. All applicants who are native speakers of English 
must submit the results of the Graduate Record Examination. All 
applicants who are not native speakers of English must submit the 
results of the TOEFL Examination. Admission to the doctoral pro- 
gram is highly selective (5 or 6 admitted each year from over 1 50 
applicants). 

Ph.D. Requirements 

Requirements for the Ph.D. are as follows: 

One year of full-time residence 

Sixteen (16) courses (48 credits) 

Proficiency in logic (tested by course or by examination) 

Proficiency in two foreign languages (usually French and 

German) 

Preliminary comprehensive examination 

Doctoral comprehensive examination 

Dissertation 

Oral defense of the dissertation 

Students entering the program with an M.A. in philosophy 

may be credited with 6 courses (18 credits) toward the Ph.D. 

The preliminary comprehensive is a one hour oral examina- 
tion on a reading list in the history of philosophy, and it is to be 
taken at the end of the student's first year. The doctoral comprehen- 
sive is a two hour oral examination on the student's dissertation 
proposal, a systematic problem, and two major philosophers; it is to 
be taken by November of the student's fourth year (third year, for 
students entering the program with the M.A. degree in hand). 

Doctoral students are generally admitted with financial aid in 
the form of Research Assistantships and Teaching Fellowships. 
Research assistants and teaching fellows receive remission of tuition 
for required courses. Doctoral students generally teach after the first 
year; the program includes a seminar on teaching. Doctoral stu- 
dents are expected to pursue the degree on a full-time basis and to 
maintain satisfactory progress toward the completion of degree 
requirements. 



M.A. Requirements 

Requirements for the M.A. are as follows: 

• Ten (10) courses (30 credits) 

• Proficiency in one foreign language (usually French or 
German) 

• One hour oral comprehensive examination on a reading list in 
the history of philosophy. 

It is possible, though not common, for students to write an 
M.A. thesis in place of 2 courses (6 credits). The M.A. may be 
taken on a full-time basis or on a part-time basis. Departmental 
financial aid and tuition remission are not normally available for 
students seeking an M.A. 
Institute of Medieval Philosophy and Theology 

The Department of Philosophy is linked to the Institute of 
Medieval Philosophy and Theology. The Institute is a center that 
unites the teaching and research efforts of faculty members in the 
Philosophy and Theology Departments who specialize in medieval 
philosophy and theology. For more information refer to the 
Research Centers in the "About Boston College" section of the 
Catalog. 

The Lonergan Center 

Studies related to the work of Jesuit theologian and philoso- 
pher Bernard Lonergan (1904-1984) are focused in the Lonergan 
Center at Boston College. For more information refer to the 
Research Centers in the "About Boston College" section of the 
Catalog. 

Electives 

If a desired course is not offered, please consult with the 
appropriate professor. It may be possible to arrange a Readings and 
Research course on the desired topic. 

Undergraduate Course Offerings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 

PL 070-071 Philosophy of the Person I and II (Fall/Spring: 3) 
Two-semester, six-credit course (PL 070-071) 
Total of three credits each term 

This course introduces students to philosophical reflection and 
to its history through the presentation and discussion of the writ- 
ings of major thinkers from ancient, medieval, modern, and 
contemporary periods. The course is designed to show how funda- 
mental and enduring questions about the universe and about 
human beings recur in different historical contexts. Emphasis is 
given to ethical themes, such as the nature of the human person, 
the foundation of human rights and corresponding responsibilities, 
and problems of social justice. 
The Department 

PL 088-089 Person and Social Responsibility (Fall/Spring: 3) 
Two-semester, twelve-credit course (PL 088-089) 
Total of six credits each term 

Satisfies Philosophy and Theology Core requirements 
Enrollment limited to freshman, sophomores, and juniors 
Corequisites:TH 088 

The course requirements include ten to twelve hours per week 
of community service. In light of classic philosophical and theologi- 
cal texts, student in this course address the relationship of self and 
society, the nature of community, the mystery of suflfering and the 
practical difficulties of developing a just society. PULSE students 



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are challenged to investigate the insights offered by their readings in 
relationship to their service work. Spots in the course are very lim- 
ited and are allocated on a first-come, first-serve basis. 
The Department 

PL 090-091 Perspectives on Western Culture I and Il/Perspectives 
I and II (Fall/Spring: 6) 

Two-semester, twelve-credit course (PL 090-091) 
Total of six credits each term 

Satisfies Philosophy and Theology Core requirements 
Freshman only 
Corequisites:'YW 090 

The course introduces students to the Judeo-Christian biblical 
texts and to the writings of such foundational thinkers as Plato, 
Aristotle, Augustine, Aquinas, Luther, Bacon, Descartes, Hobbes, 
Locke, Kant, Hegel, and Kierkegaard. The first semester considers 
the birth of the self-critical Greek philosophic spirit, the story of 
the people of Israel, the emergence of Christianity and Islam, and 
concludes with a consideration of medieval explorations of the rela- 
tionship between faith and reason. Attention will also be paid to 
non-Western philosophical and theological sources. Please note 
(especially commuter students and students planning to work) that 
the Wednesday night sessions (7:00 P.M. -9:00 P.M.) are an integral 
part of the course and all students are required to attend. 
The Department 

UN 104-107 Modernism and the Arts I /Perspectives II 

See course descriptions in the University Courses section. 

The Department 

UN 109-112 Horizons of the New Social Sciences/Perspectives 

III 

See course descriptions in the University Courses section. 

The Department 

UN 1 19-122 New Scientific Visions/Perspectives IV 

See course descriptions in the University Courses section. 

The Department 

PL 193 Chinese Classical Philosophy: Confucianism, Taoism and 

Buddhism (Fall: 3) 

Satisfies the Cultmal Diversity Core requirement 

Starting from a general introduction to Chinese philosophy as 
a whole, the course will focus on three of the most important philo- 
sophical schools: Confucianism, Taoism, and Buddhism. 
Emphasizing social harmony and order, Confucianism deals mainly 
with human relationships and human virtues. Centered on the har- 
mony between nature, man and society, Taoism teaches the most 
natural way to achieve this harmony, Tao. Synthesized as soon as it 
arrived in China, Buddhism reveals that the ultimate reality both 
transcends all being, names, and forms and remains empty and 
quiet in its nature. 
Francis Y. Soo 

PL 194 Contemporary Chinese Philosophy: Neo-Conlucianism 

and Maoism (Spring: 3) 

Satisfies the Cidtural Diversity Core requirement 

Within the historical context of modern China (from 1 840 to 
the present), the course will focus on contemporary philosophical 
trends: Neo-Confucianism, which tries to revive or modernize not 
only traditional Confucianism but also Chinese Classical philoso- 
phies generally and Chinese Marxism, which under Mao, tries to 
substitute Chinese Marxism for the Classical Chinese philosophies. 
Francis Y. Soo 



PL 202 Housing and Reality (Spring: 3) 

This course is an in-depth analysis of urban housing condi- 
tions that views housing sites within the city and involves research 
into the causes of historical, architectural, governmental, financial 
and neighborhood action to maintain and/or create alleviation of 
the deepening housing crisis in our society. 
Harry Gottschalk 
PL 205 Housing: A Guide for the Perplexed (Fall: 3) 

To provide adequate and affordable housing for its citizens 
most American cities are confronted with a baffling array of interre- 
lated technical, political and managerial issues. While addressing 
these concerns, this course introduces yet another layer of complex- 
ity to the problem. What does it mean to be at home in the world? 
What ideal of person and society animates our urban planning and 
design? What are the relationships between architecture and poli- 
tics? 
Harry L. Gottschalk 

PL 216 Boston: An Urban Analysis (Spring: 3) 

This course is intended for PULSE students who are willing to 
investigate, analyze, and understand the history, problems, and 
prospects of Boston's neighborhoods. Assignments will require that 
you spend time observing, researching, and writing about the 
neighborhood in which your PULSE placement is located. 

With the exception of the third session, class meetings in the 
first half of the semester will meet on campus. (Class #3 will meet 
in the John Hancock Observatory.) For the second half of the 
semester, as snow banks give way to slush and sun and blossoms, we 
will meet in the South End of Boston for a first hand study of a 
most intriguing and changing inner-city neighborhood. 
David Manzo 
PL 233 Values in Social Services and Health Care (Fall: 3) 

This course is designed to communicate an understanding of 
the health care and social services delivery system; to explore ethical 
problems of the allocations of limited resources, regulations, experi- 
mentation, the press, the homeless, the provider-patient 
relationship, the responsibility for the dependent person; and to 
consider the possibilities for positive changes in the social service 
and health care system. This course requires participation in a 
PULSE placement or a research project. 
David Manzo 

PL 259 Perspectives on War, Aggression, and Conflict Resolution 
I (Fall: 3) 

This course is an interdisciplinary exploration of various alter- 
natives to war, evaluated on the basis of both practical and ethical 
criteria. Topics include the following: ethics of war and conflict, 
mutual deterrence, arms control and disarmament, economic con- 
version, world government, regionalism, and nonviolent resistance. 
Rein A. Uritam 

PL 264 Logic (Fall/Spring: 3) 

This course will consider the principles of correct reasoning 
together with their application to concrete cases. 
The Department 

PL 268 The History and Development of Racism (Fall/Spring: 3) 

Cross listed with BK 268/SC 268 

Satisfies the Cultural Diversity Core requirement 

See course description in the Black Studies department. 
Horace Seldon 



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PL 269 Perspectives on War, Aggression, and Conflict Resolution 

II (Spring: 3) 

Cross listed with SC 251, TH 327 

An interdisciplinary course that is concerned primarily with 
alternatives and solutions to the problem of war, including those 
advanced in the past and present, but also ones that may be 
required to meet the needs of the changing world of the future. 
Rein A. Uritam 

PL 271 Capstone: Taoism Holistic Philosophy (Fall: 3) 
Satisfies the Cultural Diversity Core requirement 
Cross listed with UN 508 

See the course description in the University Courses section of 
this Catalog. 
Francis Y. Soo 

PL 28 1 Philosophy of Human Existence I and II (Fall/Spring: 3) 
Satisfies Philosophy Core requirement 

A systematic reflection on the nature of human existence, 
starting from an analysis of the body/soul structure and of commu- 
nity, with special attention given to the question of immortality and 
the questions of knowledge and freedom. The method will insist 
heavily on personal reflection along with a research project on a 
particular theme or a particular author relevant to the subject mat- 
ter of the course. 
Olive Blanchette 

PL 291 Philosophy of Community I (Fall: 3) 

Prerequisites: Limited to members of the PULSE Council 

This is a study of community: its structure, power and change. 
The dynamics of community will be examined by sharing impres- 
sions and insights with various teachers and community workers. 
Specific theoretical models of analysis will be studied and critiqued. 
The purpose of the course is to begin developing new approaches 
for learning about social change and for building new visions for 
the direction that a PULSE student's responsibility to social change 
might take. 
Joseph Flanagan, S.J. 
David McMenamin 

PL 292 Philosophy of Community II (Spring: 3) 

Prerequisites: Limited to members of the PULSE Council 

This is a study of community: its structure, power and change. 
The dynamics of community will be examined by sharing impres- 
sions and insights with various teachers and community workers. 
Specific theoretical models of analysis will be studied and critiqued. 
The purpose of the course is to begin developing new approaches 
for learning about social change and for building new visions for 
the direction that a PULSE student's responsibility to social change 
might take. 
Joseph Flanagan, S.J. 
David McMenamin 
PL 299 Readings and Research (Fall/Spring: 3) 

By arrangement. 
The Department 

PL 304 Contemporary Praxis and Ideology (Spring: 3) 
Cross listed with BK 345 

See course description in the Black Studies department. 
James Woodard 
PL 309 Marriage and the Family (Spring: 3) 

The course begins with a cross-cultural understanding of mar- 
riage/family by examining some of its many cultural variations. 
Next, we will focus on the American traditional marriage/family 
and see why and how it has evolved into its present form, i.e., 



nuclear system. Thirdly, we will try to examine the personal dimen- 
sion of marriage/family and study how interpersonal interactions 
take place within the context of marriage/family. Finally, we will 
organize a 2-day seminar to which students will invite speakers of 
different marital (and non-marital) status to share their personal 
experiences (both positive and negative). 
Francis Y. Soo 

PL 333 The Philosophy of J.R.R. Tolkien (Fall: 3) 

A complete philosophical world and life view underlies 
Tolkien's two great epics, The Lord of the Rings, and The 
Silmarillion: a synthesis of ingredients in Plato (exemplarism), Jung 
(archetypes); Romanticism (sehnsucht) and Norse mythology (a 
Stoic heroism) catalyzed by a Biblical imagination and a 
Heideggerian linguistic. The student will learn to recognize these 
and many other strange creatures in exploring Tolkien's world. 
Peter J. Kreeft 

PL 338 The Heidegger Project I (Fall: 3) 

This is a course designed to allow undergraduates an opportu- 
nity to work closely with the major texts of Martin Heidegger, one 
of the leading twentieth century philosophers. Students will be 
expected to participate in assessing Heidegger's relevance to con- 
temporary issues and in developing their own philosophical views 
vis-a-vis Heidegger's. Some knowledge of traditional philosophy 
(Aristotle, Descartes, etc.) would be helpful, but is not an absolute 
prerequisite. 
Thomas J. Owens 

PL 339 The Heidegger Project II (Spring: 3) 

Prerequisites: PL 338 

A continuation of PL 338. 
Thomas J. Owens 

PL 388 The Body: As Pleasure and Pain (Fall: 3) 

As bourgeois versions of Christianity disintegrate, there is tak- 
ing place within our culture a resurrection of the body as a site of 
pleasures but also as a fresh target for newly justified inflictions of 
pain. This undergraduate course will be a genealogical investigation 
of several dimensions in this current resurrection of the body. The 
course has two objectives: first, the development of an appreciation 
for the body as a complex cultural reality; secondly, the fostering of 
an integrated understanding of human bodily existence. 
James W. Bernauer, S.J. 

PL 392 God and Science: Developing Spirituahties for the 
Twenty First Century (Fall: 3) 

This course will explore how contemporary studies in fields 
such as modern cosmology, evolutionary theory, and the cognitive 
sciences provide new ways for understanding our place in the uni- 
verse and for viewing God's action in the world. In light of these 
new perspectives we will consider the nature of human existence 
and chart new ways to understand Christianity and other world 
religions (such as Buddhism) in the twenty-first century. No partic- 
ular prior knowledge of the scientific fields considered will be 
required. 
Ronald Anderson, S.J. 

PL 403 Does God Exist? (Spring: 3) 

This course aims to be a serious examination, for capable 
undergraduates, of arguments for and against the existence of God. 
Ronald K. Tacelli, S.J. 

PL 405 Greek Philosophy (Fall: 3) 

This course is designed for the student who has studied some 
Greek philosophy and who is interested in learning more. We will 
examine several ot the major topics in Greek philosophy. In each 



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case, there is a serious dispute over how to interpret the surviving 

texts. Thus, the course is an opportunity not only to pick up more 

information about the Presocratics, Socrates, Plato, and Aristotle, 

but also to strengthen your powers of historical and philosophical 

judgment. 

Arthur R. Madigan, S.J. 

PL 406 Modern Philosophy (FaU: 3) 

This course will be a survey of all the major Western thinkers 
from Descartes through Nietzsche. Its aim is to give students a 
sense of the sweep and salient concerns of modern European 
thought. 
Thomas S. Hibbs 
PL 407 Medieval Philosophy (Spring: 3) 

This course will explore some of the major thinkers and 
themes in philosophy from the Middle Ages. Through the works of 
Augustine, Boethius, Maimonides, Avicenna, Anselm, Abelard, 
Aquinas, Scotus, and Ockham, we will examine the view of philo- 
sophical inquiry, the nature of God, the path and end of the good 
life, the relationship of faith and reason, the relationship between 
theology, philosophy, science and poetry. We will attempt to 
explore these questions by examining the poetic and autobiographi- 
cal writings of these authors, as well as those in the form of 
meditation, dialogue, and disputation, in order to consider how the 
responses to particular philosophic questions are bound up with 
questions of meaning, love, suffering and goodness in these particu- 
lar human lives and visions. 
Eileen C. Sweeney 

PL 408 Nineteenth and Twentieth Century Philosophy 
(Spring: 3) 

This course will begin by examining the revolution in thought 
which takes place in the nineteenth century, and subsequent 
responses to this revolution by a number of twentieth century 
authors. Beginning with Hegel's conception of reason and the ethi- 
cal life in the Philosophy of Right and the Introduction to the 
Philosophy of History, we will turn to the critique of the Bourgeois- 
Christian world made by Marx and Kierkegaard. Next, we will 
examine Nietzsche's criticism of a philosophy of history, his charac- 
terization of modernity as "nihilism," and his attempt to surmount 
nihilism. Among the twentieth century authors we will consider are 
the following: Adorno and Horkheimer, Arendt, Heidegger, and 
Habermas. 
Vanessa P. Rumble 

PL 421 Nietzsche (Spring: 3) 

Through a chronological analysis of basic texts, the course dis- 
cusses the meaning of Nietzsche's attempt to overcome platonism. 
Jacques M. Taminiaux 

PL 427 Freud and the Question of Ethics (Spring: 3) 

This course will examine certain basic texts of Freud with a 
focus on his attitude toward ethical issues. 
William J. Richardson, S.J. 

PL 428 Introduction to Phenomenology (Fall: 3) 

This is an historical and textual survey of the development of 
the Phenomenological movement from Husserl to Heidegger. 

Jacques M. Taminiaux 

PL 434 Capstone: Ethics in the Professions (Fall/Spring: 3) 

This course will focus on controversial moral dilemmas that 
arise in the professions of law, business, medicine, education, and 
journalism. In addition to considering some key ethical theories 



(e.g., pluralism and utilitarianism), which can be used as a frame- 
work for addressing these problems, it will also dwell on relevant 
moral notions such as virtue and collective responsibility. 
Richard A. Spinello 

PL 442 Romanticism and Idealism (Fall: 3) 

Kant's transcendental idealism has been charged with divorc- 
ing the subject of understanding from the subject of moral 
experience. We shall examine the basis of this claim, as well as the 
attempts by Romantic writers and German Idealists to provide a 
fresh account of the integrity of human experience. 

We begin by examining Kant's attempt in The Critique of 
Judgment to bridge the moral and natural realms through aesthetics. 
We then trace the progressive emancipation of the imagination in 
the later develomment of German Idealism and Romanticism. 
Vanessa P. Rumble 
PL 444 Modern Philosophy of Imagination (Spring: 3) 

This course deals with the development of twentieth century 
theories of imagination from Phenomenology (Sartre, Merleau- 
Ponty, Ricoeur) to post modernism and psychoanlysis (Derrida, 
Kristeva, Lacan). 
Richard M. Kearney 

PL 455 Kierkegaard and Nietzsche (Fall: 3) 

Kierkegaard and Nietzsche are two of the most important 
thinkers of the nineteenth century, and two leading influences on 
contemporary thought. This course will study their lives and the 
dominant themes of their thought along the lines of Christian 
belief and Atheistic Humanism. 
Stuart B. Martin 
PL 497 Parmenides (Spring: 3) 

An investigation of the background, life and philosophy of the 
greatest of the Greek philosophers before Socrates. Parmenides is 
usually interpreted as a pioneer in using strict (but flawed) analyti- 
cal procedures to arrive at a description of (impersonal) "being" 
which contradicts common-sense experience. To better understand 
the scope and depth of Parmenides' thought, will require some con- 
sideration of modern psychological theories, and of mysticism as it 
is recorded in both East and West, as well as the meaning of myth 
and the claims of modern Rationalism. 
Stuart B. Martin 

Undergraduate and Graduate Course Offerings 
PL 500 Philosophy of Law (Spring: 3) 

This course is intended for both pre-law students and those 
interested in the contemporary interface of philosophy, politics, and 
law. The course will cover the following four topics: (1) a brief 
overview of the history of interrelation between law and philosophy 
(Hobbes, Rousseau, Kant, and Hegel); (2) constitutional legal the- 
ory (Dworkin, Ackerman, Michelman, Hart); (3) critical legal 
studies (David Kennedy, Duncan Kennedy, and Roberto Unger); 
(4) law and violence (Nietzsche, Derrida, Foucault, and Rorty). The 
course is intended both to provide an overview of these various 
positions and to enable students to take a critical stance toward cur- 
rent debates. 
David M. Rasmussen 

PL 505 The Aristotelian Ethics (Spring: 3) 

This course includes a reading of Aristotle's Nicomachean 
Ethics, and it examines its principle themes: happiness, virtue, 
responsibility, justice, moral weakness, friendship, pleasure, and 
contemplation. 
Arthur R. Madigan, S.J. 



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PL 506 Renaissance Philosophy (Spring: 3) 

The period loosely designated as the Renaissance (roughly 
1400 to about 1600) is marked by a new evaluation of the worth 
and value of the individual and a new attitude towards the world as 
the locus of man's creative and transforming activity. Themes to be 
addressed include the dignity and excellence of man, the State as a 
human aritifact, the infinitization of the universe, and the emer- 
gence of the "new science." 
Elizabeth Brient 

PL 507 Marx and Nietzsche: Radical Alternatives in Modern 
Philosophy (Fall: 3) 

In this course, through a reading of Marx and Nietzsche's basic 
writings, we will examine two of the most innovative programs for 
philosophy in the nineteenth century. Both considered themselves 
beyond the tradition from which they came, and yet both were 
shaped by that very tradition. We will be particularly interested in 
examining their respective notions of critique as well as the way 
they addressed the relationship between philosophy and life. 
Ultimately, we will try to probe the question of the relationship 
between aesthetics and politics. 
David M. Rasmussen 

PL 513 The Scientific Quest for New Visions (Fall: 3) 

The sweeping success of scientists in their search for the mean- 
ing of our universe has captured the imagination of people during 
the past 400 years. What was the source of this series of spectuacu- 
lar discoveries and how long will they continue? This course will 
explore such questions by examining the writings of the key scien- 
tists who actually effected this revolution, as well as those scientists 
of our own time who are opening up new frontiers of knowledge. 
This course does not require any special background in science or 
mathematics but rather will build on the profound desire to know, 
which is a desire we all share. 
Joseph Flanagan, S.J. 

PL 519 Science and Religion: Shifting Boundaries, Changing 
Contexts (Spring: 3) 

An historical approach to the complex and shifting relation- 
ship between scientific thought and religious belief that aims to 
avoid the usual "conflict" and "harmony" narratives that have domi- 
nated such studies. 

Particular attention will be paid to the changing nature of sci- 
entific disciplines and to scientific texts where religious themes and 
language are woven into the texture of scientific reasoning and 
expression, as well as to religious writings that address scientific 
results. 

The course will focus on the periods of Scientific Revolution 
of the sixteenth and seventeenth centuries and the Darwinian 
Revolution of the nineteenth century. 
Ronald Anderson, S.J. 

PL 540 Philosophy of Liberation (Fall: 3) 
Satisfies Cultural Diversity Core requirement 

This is a discussion of the philosophy of liberation, starting 
from the consciousness of oppression as seen as a radically new 
starting point for education. The issue will be examined first in two 
of its extreme forms in Latin America (Freire) and in Africa 
(Fanon), but then will turn to an examination of the situation 
closer to home in Black consciousness (Malcolm X) and in other 
instances of new demands for liberation chosen according to the 
experiences of the students participating in the course. 
Oliva Blanchette 



PL 541 Philosophy of Health Science: East and West (Spring: 3) 
Satisfies the Cultural Diversity Core requirement 

This course will explore the underlying ethical suppositions of 
health care practice. Starting from concrete clinical problems such 
as the care of the elderly and the influence of technology, the course 
will attempt to draw out the philosophical assumptions of health 
care practice and show the necessity of an appropriate philosohpical 
perspective in the resolution of day-to-day ethical dilemmas in 
health care. A close examination of medical practice, from 
Hippocratic regimen to high-tech medicine, will be undertaken. As 
a counterpoint, another ancient medical tradition, from India of 
about 500 B.C., will be studied. We will see how the physicians and 
philosophers of such diverse schools approach philosophical and 
ethical problems inherent in medical practice. 
Pramod Thaker, M.D. 

PL 554 Philosophy of Poetry and Music (Spring: 3) 

The purpose of this course is to provide an introduction into 
the world of painting, music, architecture and the dance. Some 
familiarity with literature will be presumed. After an initial explo- 
ration of these artistic worlds, participants will be encouraged to 
examine their experience in a more philosophical manner, trying to 
appropriate in a personal way the deeper significance and meaning 
of art. The influence of art in the formation of culture will be a sub- 
sidiary theme. Also, special attention will be given to the ways that 
the various art forms interrelate and support one another. 
Joseph F. Flanagan, S.J. 

PL 562 Arts and Its Significance (Fall: 3) 

This course will look at the relation between philosophy and 
art from a number of perspectives. We will consider a range of 
philosophers' views on the function and value of art (illusion, imita- 
tion, delight, instruction) and some recent systematic theories 
which look more closely at the nature of art itself We will also use 
the writings and manifestoes of artists themselves to illuminate 
questions about the interpretation of works of art and their onto- 
logical status. 
Ingrid H. Scheibler 

PL 593 Philosophy of Science (Fall: 3) 

The intent of this course is to provide an introduction to a 
number of the main themes of 20th century philosophy of science. 
Particular attention will be paid to the work of Popper, Lakatos, 
Hanson, and Kuhn, as well as to some of the recent studies of sci- 
ence that stress the roles of cultural, social, gender, and political 
factors in the formation of scientific knowledge. 
Patrick H. Byrne 

PL 595 Kant's Critique (Spring: 3) 
Prerequisites: PL 070-071 or equivalent 

This course is an analysis of the major theme of Kant's philos- 
ophy as expressed in his first critique, including a study of its 
antecedents and consequences in the history of philosophy. 
Ronald K. Tacelli, S.J. 

PL 602 Philosophy of World Religions (Spring: 3) 
Satisfies Cultural Diversity Core requirement 
Prerequisites: Philosophy Core fulfilled 

The purposes of this course are (1) to familiarize students with 
the teachings of each of the world's major religions; (2) to under- 
stand, empathize with, and appreciate them; (3) to appreciate one's 
own religion (or lack of one) better by comparison; (4) to philoso- 
phize critically and rationally about a subject that is not in itself 
critical and rational; and (5) to question and search for a uni-\'ersal 
nature or core of religion if possible. 
Peter J. Kreeft 



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PL 607 Seminar: Dialectic and Christian Apologetics (Spring: 3) 

This course concerns the following issues: faith and reason, 
existence, nature and knowability of God; the problem of evil; pre- 
destination and free will; soul and immortality; heaven and hell; 
miracles and resurrection; the identity of Jesus; the Bible as myth 
versus the Bible as history; relation between religion and morality; 
the religious experience and comparative religions Eastern and 
Western. 
Peter J. Kreefi 

PL 609 Existentialism (Fall: 3) 

For philosophy majors and graduates students only 

An existential as well as academic engagement with 9 existen- 
tialists: Pascal, Kierkegaard, Nietzsche, Dostoyevski, Heidegger, 
Sartre, Marcel, Buber, and Walker Percy. 
Peter J. Kreefi 

PL 616 Science and Ethics (Spring: 3) 

An examination of some crucial scientific advances, considered 
in relation to both their philosophical background and significance 
and their intellectual influence. Primary emphasis on the ways in 
which science has influenced our ethical beliefs, our image of our- 
selves, our place in nature, and also the directions of social and 
political ideas and practice. There is no scientific prerequisites for 
this course. 
/. B. Cohen 

PL 620 Aristotle's Politics (Fall: 3) 

This course will involve a careful reading of Aristotle's Politics 
from two different but related perspectives. First, from the ancient 
perspective, we will study it as a paradigmatic text for the tradition 
of Greek political thought, which includes not only Plato and 
Thucydides but the whole Sophistic tradition of reflection on 
mankind within the polls. Secondly, from our unavoidable modern 
perspective, we will examine Aristotle's views on such questions as 
justice, rights, and slavery. As a point of departure, we will use the 
modern debate between liberalism and communitarianism in order 
to reorient ourselves for the very different approach to politics 
within the context of the Greek polls. 
John J. Cleary 
PL 625 The Problem of Self-Knowledge (Spring : 3) 

"The unexamined life is not worth living." Socrates' proclama- 
tion forms the basic assumption of this course. However, important 
developments in Western ctdture have made the approach to self- 
knowledge both more difficult and more essential. The work of 
Bernard Lonergan will serve as a guide. 
Patrick H. Byrne 

PL 670 Technology and Culture (Fall: 3) 
Cross listed with MC 670, SC 670 

See course description in the Computer Science department. 

William Griffith 

Graduate Course Offerings 

PL 700 Pluralism, Toleration, and Human Rights (Fall: 3) 

In Political Liberalism, John Rawls defines the task of political 
philosophy as that of applying the principle of toleration to philos- 
ophy itself Clearly toleration, confronted with the pluralism of 
comprehensive doctrines, creates the most formidable dilemma in 
modern political-philosophical thought. In this course we will trace 
the idea of toleration from its origins in Locke's Letter on 
Toleration through Rawls's Political Liberalism to its post-Rawlsian 
formulation as it effects issues regarding globalization and interna- 
tional human rights. 
David M. Rasmussen 



PL 707 Benjamin and Adorno: On Redemptive Criticism 
(Spring: 3) 

The work of Theodor Adorno, the Wunderkind of the first 
generation of the so-called Frankfurt School of critical theory, as is 
well known, was enormously influenced by the writings of his 
friend Walter Benjamin. This seminar course will examine not only 
some of the work of Benjamin and Adorno, but also will explore 
their influence on each other. In particular, the course will consider 
their respective positions on aesthetics and memory, with special 
emphasis on the notion of redemptive criticism. 
David M. Rasmussen 

PL 765 Machiavelli and Hobbes (Fall: 3) 

Machiavelli and Hobbes are the principle architects of the 
political form of modernity, the universal and homogeneous State. 
This course explores the relationship between their political and 
moral philosophies. Emphasis will be placed on the following 
themes: the critique of altruism, war as a natural condition, and a 
radically new account of reason and the passions will be considered. 
Richard Cobb-Stevens 
PL 768 Insight (Fall: 3) 

This course explores the basic themes and method of 
Lonergan's Insight, through a close textual reading. 
Joseph E Flanagan, S.J. 

PL 774 Beyond Aristotle's Physics (Fall: 3) 

This graduate course will consider the complex relationship 
between Aristotle's physics and metaphysics from many different 
perspectives; e.g., method, content, and status as theoretical sci- 
ences. We will begin by comparing Aristotle's very similar treatment 
of the four causes in Physics II and Metaphysics I. After examining 
some key physical concepts such as nature and chance, motion, the 
Infinite, time and place, we will focus on his physical arguments in 
Physics VIII for the existence of an unmoved mover. Using this as a 
bridge to Metaphysics XII, we will consider the reasons why Aristotle 
held that his science of being qua being culminates in theology. 
This will involve a detailed examination of his treatment of sub- 
stance in Metaphysics VII-IX, as well as his conception of the science 
of metaphysics in Books III-VI. 
John J. Cleary 

PL 794 Philosophy of Memory and History (Spring: 3) 

This course will be a discussion of the hermeneutic debates on 
the nature of narrative in personal and historical memory with par- 
ticular concentration on the work of Paul Ricoeur {Time and 
Narrative, 3 vols). It will also look on the analysis of remembering 
carried out by such theorists as David Carr, Edward Casey, Henri 
Bergson and Hannah Arendt. 
Richard M. Kearney 

PL 795 Merleau-Ponty on Painting (Fall: 3) 

Merleau-Ponty devoted several essays to painting-from "The 
Doubt of Cezanne" to "The Eye and the Mind." This course is an 
attempt to determine the philosophical reason for his interest in 
painting and to discuss such questions as the following: what does 
painting teach to the phenomenologist of perception? How can 
painting inspire the activity of thinking? Is there any similarity 
between the history of painting and the history of philosophical 
thought? 

Jacques M. Taminiaux 
PL 796 Topics in Ancient Philosophy (Fall: 3) 

Texts studied in this course will vary from year to year. In fall 
1998, the course will focus on a series of texts illustrating Aristotle's 



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announced method and actual practice in physics, metaphysics, 

ethics, and pohtics. Competence in classical Greek useful but not 

required. 

Arthur Madigan, S.J. 

PL 797 Aquinas s Summa Contra Gentiles (Spring: 3) 

A seminar that will focus on careful reading of selections from 

all four books of the Summa Contra Gentiles, with special attention 

to the first and third books. 

Thomas S.Hibbs 

PL 799 Readings and Research (Fall/Spring: 3) 
By arrangement. 

The Department 

PL 801 Thesis Seminar (Fall/Spring: 3) 

A research course under the guidance of a faculty member for 
those writing a master's thesis. 
The Department 

PL 814 Fascisms (Fall: 3) 
For graduate students only 

This graduate seminar will study the emergence and operation 
of fascisms in the twentieth century. While the focus will be on 
Italy and Germany, fascisms' early sources and later development 
into an international cultural force will also be examined. 

James W. Bernauer, S.J. 

PL 817 Frege and Wittgenstein (Spring: 3) 

Gottlob Frege and Ludwig Wittgenstein had a profound 
influence on twentieth century philosophy. They developed an ana- 
lytic method that transformed logic, ontology, and the philosophy 
of language. A reading of some of their major texts will provide the 
basis for a discussion of the validity and limits of contemporary log- 
ical analysis. 
Richard Cobb-Stevens 

PL 820 Reason and Faith in Hegel, Kierkegaard, Blondel 
(Spring: 3) 

Starting from an examination of how infinity presents itself in 
each of these authors, the seminar will study how each proceeds in 
philosophy of religion and in the question of the relation between 
reason and faith. 
Oliva Blanchette 

PL 829 Seminar: Desire and the Ethics of Psychoanalysis 

(Spring: 3) 

Graduate students only 

Prerequisites: (Recommended) General knowledge of Freud 

This seminar will examine the fundamental notions of Jacques 
Lacan that lie at the base of his Seminar VII, "The Ethics of 
Psychoanalysis." 
William J. Richardson, S.J. 

PL 832 Philosophy and Theology in Aquinas (Fall: 3) 

A study of how Aquinas comes to understand theology as a 
scientific discipline that has to use philosophy to make the truth of 
Revelation manifest. Special attention will be given to methodologi- 
cal discussions at the beginning of the various parts of the Summa 
Theologiae and the Summa Contra Gentiles as well as to the order of 
both theology and philosophy as he understood them. An attempt 
will be made to show how the commentaries on Aristotle, in which 
he is most properly himself a philosopher, are an essential part of 
his being a theologian. 
Oliva Blanchette 



PL 855 Seminar: Heidegger I (Fall: 3) 

This course is a close textual analysis of Being and Time, focus- 
ing on Heidegger's epochal insights on man, world, time, and 
being. 
Thomas J. Owens 

PL 856 Seminar: Heidegger II (Spring: 3) 

Prerequisites: PL 855 

This is a continuation of the fall semester course (PL 855) and 
open only to students who have participated in that course. 
Thomas J. Owens 

PL 888 Interim Study (Fall/Spring: 0) 

Required for master's candidates who have completed all 
course requirements but have not taken comprehensive examina- 
tions. Also for master's students (only) who have taken up to six 
credits of Thesis Seminar but have not yet finished writing their 
thesis. 
The Department 

PL 990 Teaching Seminar (Fall 0/Spring: 3) 

This course is required of all first- and second-year doctoral 
candidates. This course includes discussion of teaching techniques, 
planning of curricula, and careful analysis of various ways of pre- 
senting major philosophical texts. 
Richard Cobb-Stevens 
PL 998 Doctoral Comprehensives (Fall/Spring: 0) 

PL 999 Doctoral Continuation (Fall/Spring: 0) 

7\11 Students who have been admitted to candidacy for the 
Ph.D. degree are required to register and pay the fee for doctoral 
continuation during each semester of their candidacy. Doctoral 
Continuation requires a commitment of at least 20 hours per week 
working on the dissertation. 
The Department 

Physics 

Faculty 

George J. Goldsmith, Professor Emeritus; B.S., University of 

Vermont; M.S., Ph.D., Purdue University 

Frederick E. White, Professor Emeritus; A.^., Boston University; 

B.S., Ph.D., Brown University 

Solomon L. Schwebel, Associate Professor Emeritus; B.S., City 

College of New York; M.S., Ph.D., New York University 

Francis A. Liuima, S.J., Assistant Professor Emeritus; M.S., Boston 

College; Ph.D., St. Louis University 

Pradip M. Bakshi, Research Professor; B.S., University of Bombay; 

A.M., Ph.D., Harvard University 

Kevin Bedell, Professor; Chairperson of the Department; B.A., 

Dowling College; M.S., Ph.D., S.U.N.Y Stonybrook 

Robert L. Carovillano, Professor; A.^., Rutgers University; Ph.D., 

Indiana University 

Baldassare Di Bartolo, Professor; Dott. Ing., Universit)' of Palermo; 

Ph.D., Massachusetts Institute of Technology 

Gabor Kalman, Research Professor; D.Sc, Israel Institute of 

Technology 

David A. Broido, Associate Professor; B.S., University of California, 

Santa Barbara; Ph.D., University of California, San Diego 

Michael J. Graf, Associate Professor; B.S., Rensselaer Polytechnic 

Institute; Sc.M., Ph.D., Brown University 

Krzysztof Kempa, Associate Professor; M.S., Technical University of 

Wroclaw; Ph.D., University of Wroclaw 

Rein A. Uritam, Associate Professor; A.B., Concordia College; A.B., 

Oxford University; A.M., Ph.D., Princeton University' 



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Jan Engelbrecht, Assistant Professor; B.Sc, M.Sc, University of 

Stellenbosch; Ph.D., University of Illinois 

Ziqiang Wang, Assistant Professor; B.Sc, Tsinghua University; 

M.A., M. Phil., Ph.D., Colombia University 

Departmental Notes 

• Department Administrator: Shirley Lynch, 617-552-3576, 
shirley.lynch@bc.edu 

• Department Secretary: Ellen Deraney, 617-552-3575, 
ellen.deraney@bc.edu 

World Wide Web: http://ph99.bc.edu/default.html 

Undergraduate Program Description 

The Department of Physics offers a rich and comprehensive 
program of study leading to a B.S. degree in physics. This program 
is designed to prepare a student for advanced graduate studies and 
for a professional career in physics. Minimum requirements in the 
B.S. program are adequate for students planning on immediate 
employment upon graduation or undertaking certain career direc- 
tions outside physics. Courses are in classical and modern physics 
and emphasize physical concepts and experimental methods. The 
laboratory program offers broad experience in experimental physics 
and an opportunity to work closely with faculty and graduate stu- 
dents on advanced research projects. 

The physics program is revised periodically. Listed below are 
the current major requirements for students who entered Boston 
College prior to September 1998 as well as the new program for 
students who enter Boston College on or after September 1998. 
During the transition period, both programs will be offered in par- 
allel. 
Major Requirements 

For students entering Boston College before September 1998 

The minimum requirements of the B.S. program include ten 
lecture courses in physics of which eight are numbered above 300. 
Among these courses, the following six are required: PH 303, 
PH 401, PH 402, PH 403, PH 411, PH 420. 
In addition, a physics major must choose at least two of the 
following elective courses: PH 412, PH 425, PH 430, PH 
44l,PH480orPH525. 

The required laboratory courses are the following: PH 203- 
204, PH 309, PH 405-406, and PH 535. 
In addition, especially for students concentrating in experi- 
mental physics, either PH 536 or (with approval) PH 538 is 
strongly recommended. 

PH 532 Senior Thesis is recommended for students planning 
graduate work in physics. 

The following Mathematics courses are required: MT 102, 
MT 103, MT202, MT305. 

The final requirement is two approved courses in a science 
other than physics, normally CH 109-110 General Chemistry 
along with the associated laboratory. 

For students entering Boston College on or after September 1998 

The minimum requirements of the B.S. program include 
eleven lecture courses (with the associated laboratory) in physics of 
which nine are numbered above 300. 

• Among these courses, the following seven are required: PH 
301, PH 303, PH 401, PH 402, PH 407, PH 408, PH 420. 

• In addition, a physics major must choose at least two of the 
following elective courses: PH 412, PH 425, PH 441, PH 
480, PH 515, PH 525, PH 530. Some of these courses are 
offered periodically based on demand. 

• The required laboratory and computer courses are the follow- 
ing: PH 203-204, PH 309, PH 409, and at least one of either 



PH 430 or PH 535. 

• For students concentrating in experimental physics, PH 536 
(with approval) is strongly recommended. 

• PH 532 Senior Thesis is recommended for students planning 
graduate work in physics. 

• The following Mathematics courses are required: MT 102, 
MT 103, MT 202, and MT 305. 

• The final requirement is two approved courses in a science 
other than physics, normally CH 109-1 10 General Chemistry 
along with the associated laboratory. 

Departmental Honors Program 

A physics major with a satisfactory scholastic average (3.3 or 
higher) may apply for entry into the Departmental honors pro- 
gram. Application must be made to the Undergraduate Affairs 
Committee no earlier than the beginning of the junior year and no 
later than the first quarter of the senior year. Each applicant must 
solicit a faculty advisor to supervise the proposed research project. 
Honors will be granted upon (1) satisfactory completion of a thesis 
based on the research project; and (2) demonstration through an 
oral examination of a broad comprehension of physics generally, 
and the special field of the thesis. The examining committee shall 
be appointed by the chairperson and will consist of a two member 
faculty Honors Committee, and one additional examiner from the 
physics faculty or graduate student body. 

Advanced undergraduate physics majors may, with the 
approval of the Chairperson, enroll in first-year graduate courses, 
such as PH 711, 732, or 741. 

Information for First Year Majors and Non-Majors 

Physics majors should enroll in the course PH 209 and the 
associated lab PH 203 in the fall semester of the freshman year. 
Other science majors (non-premedical) planning on physics in the 
freshman year can enroll in either PH 209 or PH 211 and the asso- 
ciated lab PH 203. Premedical students should enroll in the course 
PH 211 and the associated lab PH 203. The mathematics course 
specially designed for physics majors as well as mathematics, chem- 
istry, geology, and geophysics majors is MT 102. MT 100 is 
intended for biology and premedical students. 

Course Offerings 

Courses numbered below 200 are introductory courses 
directed towards non-science majors. These courses have no prereq- 
uisites and need no mathematics beyond ordinary college entrance 
requirements. Introductory physics courses may be used to fulfill 
the Science Core requirement. PH 209-210 Introductory Physics I, 
II (Calculus) or PH 211-212 Introduction to Physics I, II 
(Calculus) and PH 203-204 Introductory Physics Laboratory I, II 
are required of all biology, chemistry and physics majors. Courses 
numbered above 300 are advanced offerings primarily for physics 
majors. 

Graduate Program Description 

The Department offers comprehensive programs of study and 
research leading to the degrees of Doctor of Philosophy (Ph.D.), as 
well as Master of Science (M.S.), and Master of Science in Teaching 
(M.S.T.) in conjunction with the School of Education. Courses 
emphasize a strong foundation in the basic principles of physics, 
preparing the student to undertake advanced research under the 
supervision of a faculty advisor. Graduate students arc encouraged 
not only to collaborate closely with their research advisor but also 
to draw upon the experience of the entire faculty and other gradu- 
ate students. Our students are trained primarily to carry out 



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independent research at the Ph.D., level, and our graduates have 
gone on to successful careers in many areas, including academic, 
industrial, and governmental positions. 

Master's Program 

Each candidate for a terminal Master's degree must pass a 
Master's Comprehensive examination administered by the 
Department, and meet specified course and credit requirements. 
The Master's Comprehensive examination shall be prepared by a 
committee of at least three faculty members appointed by the 
Chairperson as necessary. This committee shall evaluate the Master's 
Comprehensive examinations in conjunction with the graduate fac- 
ulty. Generally no more than three (3) credits of PH 799 Readings 
and Research may be applied to any Master's program. The M.S. 
degree is available with or without a thesis, and the M.S.T requires 
a paper but no thesis. 

M.S. With Thesis 

This program requires thirty (30) credits that normally consist 
of twenty-seven (27) credits of course work plus three (3) thesis 
credits (PH 801). Required courses include the following: PH 711, 
PH 721, PH 732, PH 741, and PH 707-708. The Master's 
Comprehensive examination is essentially based on the contents of 
the first four required courses and is usually taken at the first oppor- 
tunity following the completion of these courses. The M.S. thesis 
research is performed under the direction of a full-time member of 
the graduate faculty, professional or research staff A submitted the- 
sis shall have at least two faculty readers, including the director, 
assigned by the Chairperson. The thesis is accepted after the suc- 
cessful completion of a public oral examination conducted by the 
readers. 

M.S. Without Thesis 

This program requires thirty-six (36) credits of course work. 
The same courses and Master's Comprehensive examination 
requirements for the M.S. with thesis apply here except that, in 
addition, the courses PH 722, PH 733, and PH 742 are required. 
M.S.T. 

The Master of Science in Teaching (M.S.T.) degree is adminis- 
tered through the Graduate School of Education in cooperation 
with the Department of Physics. It requires admission to both the 
Graduate School of Education and to the Department of Physics. 
This program requires at least fifteen (15) credits from graduate or 
upper divisional undergraduate courses in physics. These credits 
will most often include two of the following courses: PH 711, 
PH 721, PH 732, PH 741. All Master's programs leading to 
certification in secondary education include practica experiences in 
addition to course work. The M.S.T. qualifying examination in 
physics will be based on the student's actual course program. A 
research paper supervised by a full-time member of the graduate 
faculty is required. For further information on the M.S.T, please 
refer to the Graduate School of Education section entitled, 
"Master's Programs in Secondary Teaching," or call the Office of 
Graduate Admissions, GSOE, at (617) 552-4214. 
Doctoral Program 

A student enters the doctoral program upon faculty recom- 
mendation after passing the Ph.D. Comprehensive Examination. 
Upon entering the doctoral program, each student shall select a 
field of specialization and establish a working relationship with a 
member of the faculty. With the approval of a faculty member, who 
normally shall be the principal advisor, the student shall inform the 
Chairperson of his/her major field selection and the Chairperson 



shall appoint a faculty Doctoral Committee consisting of at least 
two full-time faculty members to advise and direct the student 
through the remainder of his or her graduate studies. 

Requirements 

Required courses for the doctorate are the following: PH 722, 
PH 733, PH 742, PH 707-708 and four additional courses in dis- 
tinct areas outside the student's research specialty, chosen from the 
graduate electives of the Department or from other graduate 
departments with the approval of the Chairperson. PH 761 and PH 
771 are strongly recommended as two of these four courses. 

Some teaching or equivalent educational experience is 
required. This requirement may be satisfied by at least one year of 
service as a teaching assistant, or by suitable teaching duties. 
Arrangements are made with each student for a teaching program 
best suited to his or her overall program of studies. 
Comprehensive Examination 

Within one year of entering the graduate program, each stu- 
dent will take the Comprehensive Examination, usually offered 
each September. In principle, this examination covers all of physics 
that a physics graduate student can be expected to know at the end 
of one year of formal course work in the curriculum; however, it 
will stress classical mechanics, electromagnetism, quantum mechan- 
ics, and statistical physics. The examination has both a written and 
an oral part. The examination is prepared and administered by a 
faculty committee, appointed by the Chairperson, and the examina- 
tion is evaluated by this committee with approval of the entire 
graduate faculty of the Department. Students may attempt this 
examination twice. 

Research Area Examination 

Within nine months of passing the Comprehensive 
Examination, a student must take the Research Area Examination. 
This examination is prepared and administered by the student's 
Doctoral Committee, and it covers topics agreed to by the student 
and his/her Doctoral Committee as appropriate to prepare the stu- 
dent for research work in his/her area of interest. The examination 
is evaluated by the Doctoral Committee, with approval of the entire 
graduate faculty of the Department. A student may attempt the 
examination twice under the direction of the same Doctoral 
Committee. 

A student who has passed the Comprehensive Examination 
and the Research Area Examination, in addition to the course 
requirements, becomes a doctoral candidate. 

Thesis 

In consultation with the Doctoral Committee, each student 
must submit the completed Outline of Thesis form to the 
Chairperson. An open meeting shall be scheduled at which the stu- 
dent shall discuss the thesis proposal. The Doctoral Committee, 
with the approval of the Chairperson, shall decide upon accepting 
the proposal. 

The Chairperson shall recommend to the Dean the appoint- 
ment of a Doctoral Thesis Committee consisting of at least three 
Department members (including the student's Doctoral 
Committee) and an external examiner, where feasible, to read and 
evaluate the completed thesis and to conduct an open meeting at 
which the thesis is defended in an oral examination. The thesis is 
accepted when endorsed on the official title page by the Doctoral 
Thesis Committee after the oral examination. 



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Admission Information 

Support for qualified students is available in the form of teach- 
ing assistantships. Research assistantships are also available during 
the summer and academic year, depending on research area and the 
extent of current funding. 

Students are required to take the GRE Aptitude Test and 
Advanced Test and to have the scores submitted as part of their 
application. Students whose native language is not English must 
take the TOEFL exam. 

General Information 

Waivers of Departmental requirements, if not in violation of 
graduate school requirements, may be granted by recommendation 
of the Graduate Affairs Committee with approval of the 
Chairperson. 

A diagnostic examination is administered to each entering stu- 
dent to help identify the strengths and weaknesses in their academic 
preparation, and to advise them accordingly. Students with an 
advanced level of physics preparation are encouraged to take the 
Doctoral Comprehensive upon arrival, thereby accelerating their 
progress in our program. 

Research Information 

The Physics department is strongly research oriented, with fac- 
ulty involved in both experimental and theoretical areas. Some areas 
of current interest are the theory of plasmas, the theory of local, 
marginal and other correlated Fermi liquids, theoretical and experi- 
mental studies of the optical and transport properties of novel 
condensed matter systems, laser physics, and superconductivity. In 
addition to individual research projects, faculty members have 
established major internal collaborative research efforts, including 
the search for plasma instabilities in novel condensed matter sys- 
tems, the theory of strongly correlated electron systems, and the 
properties of nanostructured semiconductor systems. 

Significant research facilities are available to our graduate stu- 
dents. Departmental facilities include laser-equipped optical 
laboratories, a low-temperature physics laboratory equipped with 
superconducting magnets, a SUN local area network, graduate and 
undergraduate computational facilities, and access to the University 
computing system. As part of its ongoing expansion, the 
Department of Physics will greatly enhance and supplement these 
facilities during the next few years. 

The Department of Physics also has developed strong ties to 
many outside facilities, including Los Alamos National Laboratory, 
Argonne National Laboratory, the Illinois CRAY supercomputing 
facilit)', the Naval Research Laboratory, and the National High 
Magnetic Field Laboratory. Boston College's participation in the 
Boston Area Graduate School Consortium enables students to 
cross-register for graduate courses at Boston University, Brandeis 
University, and Tufts University. 

Students wishing more detailed information can write to the 
department, or visit the Physics department's World Wide Web 
Homepage located at http://vifww.physics.bc.edu. select 

Undergraduate Course Ojferings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 



PH 101-102 Basic Laboratory I and II (Fall/Spring: 1) 
Lab fee required 

A course that provides laboratory demonstration of physical 
principles and demands minimal use of mathematics in interpreting 
the results of experiments or demonstration experiments. One two- 
hour laboratory period per week. 
George Goldsmith 
PH 115-116 Structure of the Universe I and II (Fall/Spring: 3) 

An introductory course directed at non-science majors. 
Physical principles are developed and applied to our space and 
astrophysical environment. Topics include structure and evolution 
of the solar system, physics of the sun and planets, space discover- 
ies, creation and structure of stars and galaxies, relativity and 
cosmology, extraterrestrial life, and astronomical concepts. 
The Department 

PH 183-184 Foundations of Physics I and II (Fall/Spring: 3) 
Recommended Laboratory (optional): PH 101-102 

This course is an introduction to the principal concepts of 
classical and modern physics. Elementary algebra is used in this 
course but emphasis is on physical understanding rather than math- 
ematical manipulation. Topics include mechanics, electricity and 
magnetism, heat, sound, optics, and some revolutionary 20th cen- 
tury ideas in relativity and quantum physics and their application 
to the subatomic world. 
The Department 

PH 199 Special Projects (Fall/Spring: Credits and requirements 
by arrangement wdth the approval of the Chairperson) 

Individual programs of study and research under the direction 
of physics faculty members. 
The Department 

PH 203-204 Introductory Physics Laboratory I and II 
(Fall/Spring: 1) 
Lab fee required 

A laboratory course that provides an opportunity to perform 
experiments on a wide range of topics in mechanics, electricity and 
magnetism, optics, acoustics, heat, and modern physics. One two- 
hour laboratory period per week. This lab is intended for students 
in PH 209-210 or PH 21 1-212. 
George Goldsmith 

PH 209-210 Introductory Physics I and II (Calculus) 

(Fall/Spring: 4) 

Recommended laboratory (optional): PH 203-204. 

Prerequisites: MT 1 02- 1 03 (May be taken concurrently) 

A course primarily intended for those majoring in the physical 
sciences. The principal areas of physics will be covered at the intro- 
ductory level with an orientation toward future study of these areas. 
Primary emphasis will be on the following: classical mechanics, 
electricity and magnetism, and on wave phenomena, thermody- 
namics, kinetic theory, optics, and topics in modern physics. Four 
lectures per week. 
The Department 

PH 211-212 Introduction to Physics I and II (Calculus) 

(Fall/Spring: 4) 

Recommended laboratory (optional): PH 203-204 

Prerequisites: MT 100-101 (May be taken concurrently) 
Corequisites: PH 213 

First semester is an introduction to the following: classical 
mechanics, including Newton's laws, energy, angular motion, oscil- 
lations and gravitation, wave motion acoustics, the kinetic theory of 
gases and thermodynamics. Second semester includes the funda- 
mentals of electricity and magnetism, electrical and magnetic 



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properties of matter, electromagnetism, electromagnetic oscillations 
and waves, geometrical optics and optical instruments, the wave 
properties of light, and selected topics in modern physics. Three 
lectures per week. 
The Department 

PH 213-214 Introduction to Physics Recitation I and II 

(Fall/Spring: 0) 

Recitation section, corequisite to PH 211-212. Problem solv- 
ing and discussion of topics in a small-class setting. One hour per 
week. 
The Department 

PH 303 Introduction to Modern Physics (Fall: 4) 

This course is a transition between introductory and advanced 
physics courses for science majors. The basic subject matter 
includes the two principal physical theories of the twentieth cen- 
tury — relativity and quantum mechanics. Included are the 
following: the Lorentz transformation, kinematic consequences of 
relativity, origin of the quantum theory, one-dimensional quantum 
mechanics, quantum mechanics of a particle in three dimensions, 
applications to the hydrogen atom and to more complex atoms, 
molecules, crystals, metals, and semiconductors. 
The Department 

PH 309 Computational Physics Laboratory (Spring: 1) 

This laboratory course provides an introduction to using the 
computer to solve physics problems. No prior computer experience 
is required. Students will learn to exploit the power of the computer 
to solve analytically intractable problems, and to investigate the 
behavior of systems resulting from different initial input parame- 
ters. 
The Department 

PH 399 Scholar's Project (Fall/Spring: ) 

This course is reserved for physics majors selected as Scholars 
of the College. Content, requirements, and credits by arrangement 
with the Chairperson. 
The Department 

PH 401 Mechanics (Spring: 4) 

This course includes the following: classical mechanics at the 
intermediate level; particle dynamics and oscillations in one dimen- 
sion; conservative forces and principles; energy, momentum and 
angular momentum; particle dynamics, orbit theory and stability 
for central forces; the Kepler problem; Rutherford scattering; accel- 
erating frames of reference; rigid body dynamics; and an 
introduction to Lagrange's equations. 
The Department 

PH 402-403 Electricity and Magnetism I and II (Fall/Spring: 3) 

This course includes the following: electricity and magnetism 
at the intermediate level; electrostatics; Laplace's equation; magne- 
tostatics; Maxwell's equations; electromagnetic waves; electron 
theory; dispersion; theory of the dielectric constant and electromag- 
netic radiation. 
The Department 

PH 405-406 Modern Laboratory Techniques I and II 
(Fall/Spring: 1) 
Lab fee required 

This course is an introduction to the methods of contempo- 
rary physics research including the following: the use of meters, 
oscilloscopes, electrometers, photocells, vacuum apparatus, low 
temperature techniques, control circuitry, the application of micro- 
computers to measurement, circuit design and construction. 
George Goldsmith 



PH 411 Atomic and Molecular Physics (Fall: 4) 

This is a course at the intermediate level that includes the fol- 
lowing: simple and multi-electron atoms; the Schrodinger equation; 
the Pauli principle; atomic spectra, Zeeman and Stark effects; selec- 
tion rules; x-rays and molecular physics. 
The Department 

PH 420 Statistical Mechanics and Thermodynamics (Fall: 3) 

This course includes the laws and theorems of thermodynam- 
ics; revisibility and irreversibility; change of phase; entropy; ideal 
gases and real gases; Maxwell-Boltzmann distribution; Fermi-Dirac 
statistics; Bose-Einstein statistics; and the statistical basis of thermo- 
dynamics. 
The Department 

PH 425 Introduction to Solid State Physics (Spring: 3) 

This is a survey of solid state physics, including the following: 
crystal structure; phonons and lattice vibrations; band theory; ther- 
mal, optical, electrical and magnetic properties of solids and 
superconductivity; and the physical characterization of materials. 

The Department 

PH 430 Computing in Physics (Fall: 3) 

This course is a physics elective for junior and senior majors 
who wish to develop proficiency at solving physics problems using 
the computer. Students will learn computational techniques applic- 
able to a wide variety of problems in Mechanics, Electromagnetism, 
and Quantum Physics. Topics will include numerical solutions of 
differential equations, matrix eigenvalue equations, and Monte 
Carlo Simulations. 
The Department 
PH 480 Introduction to Mathematical Physics (Spring: 3) 

This course includes determinants and matrices and their 
application to the solution of linear differential equations. Other 
areas to be studied include Fourier series, Laplace and Fourier trans- 
forms. 
The Department 

PH 532 Senior Thesis (Spring: 3) 

A semester-long project in the course of which a student car- 
ries out an investigation and research of an original nature or 
formulates a mature synthesis of a topic in physics. The results are 
presented as a written thesis, which the student will defend in an 
oral examination. This course is highly recommended for majors 
considering graduate study in physics. 
The Department 

PH 535 Experiments in Physics I (Fall: 3) 
Lab fee required 

The course includes experiments in optics, solid state physics, 
nuclear physics, spectroscopy, x-ray and electron diffraction. 
Students will carry out independent projects aimed at acquiring a 
sound understanding of both the physical principles involved in 
each subject area, and of the principles and problems of modern 
experimental physics. 
George Goldsmith 

PH 536 Experiments in Physics II (Spring: 3) 
Lab fee required 

The course includes experiments in optics, solid state physics, 
nuclear physics, spectroscopy, x-ray and electron diffraction. 
Students will carry out independent projects aimed at acquiring a 
sound understanding of both the physical principles involved in 
each subject area, and of the principles and problems of modern 
experimental physics. 
George Goldsmith 



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PH 538 Projects in Experimental Physics (Fall: 3) 
Lab fee required 

Prerequisites: Permission of Chairperson 

This course involves a major individual research problem in an 
area such as atomic, nuclear, or solid state physics. Project approval 
must be obtained prior to the beginning of the semester, usually at 
the time of pre-registration. 
The Department 

PH 599 Readings and Research in Physics (Fall/Spring: ) 
Credits by arrangement 

Individual programs of study and research for advanced 
physics majors under the direction of a physics faculty member. 
Requirements are w^ith the approval of the Chairperson. 
The Department 

Graduate Course Offerings 

PH 700 Physics CoUoquium (FaU/Spring: 0) 

This is a w^eekly discussion of current topics in physics. No 
academic credit. No fee. 
The Department 

PH 707-708 Physics Graduate Seminar I and II (FaU/Spring: 1) 

A discussion of topics in physics from the current literature. 
The Department 

PH 711 Classical Mechanics (Fall: 4) 

Considered are the following: Lagrange's and Hamilton's equa- 
tions, principle of Least Action, invariance principles, rigid body 
motion, canonical transformations, Hamilton-Jacobi theory, special 
theory of relativity, small oscillations, and continuous media. 
The Department 

PH 721 Statistical Physics I (Spring: 3) 

This course considers the classical laws and concepts of ther- 
modynamics with selected applications, kinetic and statistical basis 
of thermodynamics, H-Theorem, the Boltzmann transport equa- 
tion, and transport phenomena. 
The Department 

PH 722 Statistical Physics II (Fall: 3) 

This is a survey of the fundamental principles of classical and 
quantum statistics, kinetic theory, statistical basis of thermodynam- 
ics, and selected applications. 
The Department 

PH 732 Electromagnetic Theory I (Spring: 4) 

Considered are the following: physical bases for Maxwell's 
equations, electrostatics and magnetostatics, multipole moments, 
energy and momentum conservation for the electromagnetic field, 
wave phenomena, and point charge motion in external fields. 
The Department 

PH 733 Electromagnetic Theory II (Fall: 4) 

This course surveys radiation theory, gauge choices and trans- 
formations, Lienard-Wiechert potentials, dispersion and scattering 
theory, special theory of relativity, covariant electrodynamics, and 
spin and angular momentum of the electromagnetic field and 
selected applications. 
The Department 

PH 735-736 Techniques of Experimental Physics I and II 
(Fall/Spring: 3) 

This is a laboratory course in contemporary techniques of 
experimental physics and materials science. Experimental studies 
will be conducted in the optical, transport, and electrical properties 
of semiconductors, fluors, insulators, and metals. Coherent and 
incoherent light sources, photoemissive, photoconductive, and pho- 
tovoltaic transducers, analog-to-digital and digital-to-analog 



converters, microcomputer interfaces, electrometers, lock-in detec- 
tors, spectrometers, cryostats, and laboratory magnets represent the 
kinds of apparatus that will be involved. The course will meet for 
six hours per week of laboratory work and one hour of lecture. 
George Goldsmith 
PH 741 Quantum Mechanics I (Fall: 4) 

Considered are the following: fundamental concepts, bound 
states and scattering theory, the Coulomb field, perturbation the- 
ory, angular momentum and spin, and symmetry and the Pauli 
principle. 
The Department 

PH 742 Quantum Mechanics II (Spring: 4) 

Considered are the following: interaction of radiation with 
matter, selection rules, second quantization, Dirac theory of the 
electron, and scattering theory. 
The Department 

PH 761 Solid State Physics I (Spring: 3) 

Considered are the following: crystal structure and bonding, 
diffraction and the reciprocal lattice, thermal properties and lattice 
vibrations, the free-electron model, energy bands in solids, and 
semiconductor theory and devices. 
The Department 

PH 771 Plasma and Space Physics (Fall: 3) 

This course comprehensively examines the plasma state of 
matter, with an emphasis on space and astrophysical conditions. 
Topics include basic plasma concepts (Debye length, plasma oscilla- 
tions, etc.), kinetic theory as it applies to the plasma state (plasma 
kinetics), and magnetofluid dynamics. Selected applications from 
magnetospheric, astro, space, or ionospheric physics are chosen to 
illustrate the four main topics of the course: plasma transport phe- 
nomena, thermal and radiative processes in plasmas, plasma waves 
and instabilities, and electromagnetic waves in plasmas. 
The Department 

PH 799 Readings and Research in Physics (Fall/Spring: ) 
Credits by arrangement 

By arrangement. 
The Department 

PH 801 Physics Thesis Research (Fall/Spring: 3) 

A research problem of an original and investigative nature. 
The Department 

PH 835 Mathematical Physics (Fall: 3) 

This course considers the following: matrix algebra, linear vec- 
tor spaces, orthogonal functions and expansions, boundary value 
problems, and introduction to Green's functions. 
The Department 
PH 888 Interim Study (Fall: 0) 

Required for master's candidates who have completed all 
course requirements but have not taken comprehensive examina- 
tions. Also for master's students (only) who have taken up to six 
credits of Thesis Seminar but have not yet finished writing their 
thesis. 
The Department ' 

PH 910 Seminar: Topics in Physics (Spring: 3) 

A seminar course on topics in theoretical or experimental 
physics given in accordance with current research interests or needs 
of the students and faculty of the department. 
The Department 



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PH 998 Doctoral Comprehensive (Fall/Spring: 0) 

For students who have not yet passed the Doctoral 
Comprehensive, but prefer not to assume the status of a non- 
matriculating student for the one or two semesters used for 
preparation for the comprehensive. 
The Department 
PH 999 Doctoral Continuation (Fall/Spring: 0) 

All students who have been admitted to candidacy for the 
Ph.D. degree are required to register and pay the fee for doctoral 
continuation during each semester of their candidacy. Doctoral 
Continuation requires a commitment of at least 20 hours per week 
working on the dissertation 
The Department 

Political Science 

Faculty 

Peter S. H. Tang, Professor Emeritus; K.^., National Chengchih 

University; A.M., Ph.D., Columbia University 

R. Shep Melnick, O'Neill Professor; B.A., M.A., Ph.D., Harvard 

University 

Christopher J. Bruell, Professor; K.^., Cornell University; A.M., 

Ph.D., University of Chicago 

Robert K. Faulkner, Professor; A.^., Dartmouth College; A.B., 

Oxford University; A.M., Ph.D., University of Chicago 

Donald L. Hafner, Professor; K.^., Kalamazoo College; Ph.D., 

University of Chicago 

Marc K. Landy, Professor; h.^., Oberlin College; Ph.D., Harvard 

University 

Marvin C. Rintala, Professor; h.^.. University of Chicago; A.M., 

Ph.D., Fletcher School of Law and Diplomacy 

Robert S. Ross, Professor; B.A., Tufts University; M.A., Ph.D., 

Columbia University 

Kay L. Schlozman, Professor; A.^., Wellesley College; A.M., Ph.D., 

University of Chicago 

Robert Scigliano, Professor; A.^., A.M., University of California at 

Los Angeles; Ph.D., University of Chicago 

Susan M. Shell, Professor; B.A., Cornell University; Ph.D., Harvard 

University 

David A. Deese, Associate Professor; B.A., Dartmouth College; 

M.A., M.A.L.D., Ph.D., Fletcher School of Law and Diplomacy 

Dennis Hale, Associate Professor; Chairperson of the Department; 

A.B., Oberlin College; Ph.D., City University 

Kenji Hayao, Associate Professor; A.^., Dartmouth College; Ph.D., 

University of Michigan, Ann Arbor 

David R. Manwaring, Associate Professor; A.^., A.M., University of 

Michigan; Ph.D., University of Wisconsin 

John T. Tierney, Associate Professor; A.B., Johns Hopkins 

University; Ph.D., Harvard University 

Nasser Behnegar, Assistant Professor;^. A., M.A., Ph.D., University 

of Chicago 

Jennie Purnell, Assistant Professor; B.A., Dartmouth; Ph.D., 

Massachusetts Institute of Technology 

Departmental Notes 

• Administrative Coordinator: Sandra MacDonald, 
6 1 7-552-4 1 44, sandra.macdonald@bc.edu 

• World Wide Web: 
http://infoeagle.bc.edu/bc_org/avp/cas/polsc/ 
undergraduate.html 



Undergraduate Program Description 

Students majoring in Political Science are prepared for politi- 
cal and administrative careers, foreign service, law, journalism, 
graduate work, and teaching in the social sciences. 
Political Science Majors 

The Political Science major normally begins with the 2-semes- 
ter Fundamentals of Politics sequence (PO 041 and PO 042), 
although the department will accept any two introductory courses 
as substitutes for Fundamentals of Politics. The other introductory 
courses — which, like PO 041-042, all satisfy the University Social 
Science Core requirement — are PO 051 American National 
Government, PO 061 Introduction to American Politics, and PO 
091 Introduction to Comparative Politics. Students may also begin 
the major by mixing one of the Fundamentals of Politics courses 
with any other introductory course. In addition to the two (2) 
introductory courses, majors are required to take at least one course 
in each of the four subfields of political science: American Politics 
(300), Comparative Politics (400), International Politics (500), and 
Political Philosophy (600). The major is completed by taking four 
additional electives in any subfield, for a total of 10 courses in all. 

Departmental Honors 

The Department of Political Science sponsors an honors pro- 
gram for a small number of junior and senior majors. Admission to 
the honors program is by Departmental invitation and based on the 
student's major and overall GPA. 

Students in the honors program are expected to take a total of 
two honors seminars during their junior and senior years. These 
seminars, considered electives in the major, do not exempt students 
from the requirement of taking one course in each of four subfields. 
Honors seminars receive a special designation on the transcript. 

To graduate with one of the two highest levels of departmental 
honors, students must complete twelve courses within the depart- 
ment, including two honors seminars, and they must write an 
honors thesis. The level of departmental honors depends upon the 
quality of work in the thesis, the honors seminars, and level of 
course work generally. Students who decide not to write the thesis 
but who have taken twelve courses and demonstrated excellence in 
the major, and in the two honors seminars, are eligible for the low- 
est level of departmental honors. 

Special Programs 

Arts and Science students who want the challenge of working 
intensively on a scholarly project of their own design during their 
senior year should consider applying for the Scholar of the College 
program. Participants in this program usually take rwo upper-level 
electives in each semester of their senior year, and have the rest of 
their time to work independently on their projects. Admission is by 
application (usually late in the fall of the junior year) through the 
Department Chairperson to the Dean. Applicants should have at 
least a 3.5 average (preferably 3.7 or better) and the approval of a 
faculty supervisor. 

Under the Internship Seminar, PO 355 and PO 356, qualified 
juniors and seniors may devote six credits of a semesters load to 
constructive work in federal, state, or local governmental units in 
the Boston area, together with a special seminar held on campus. 
Admission to the program is by application to the Department. 
Forms are available from the Department office. 

Graduate Program Description 

The Department offers advanced study in American politics, 
comparative politics, international relations, and political philoso- 
phy. It displays a distinctive blend ot philosophical and practical 



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concerns within a tradition of friendly debate and scholarly 
exchange. Seminars and courses are supplemented by individual 
readings and informal gatherings. Both the Masters and Doctoral 
programs are flexible as to fields and courses, and they allow stu- 
dents to study in other departments and at other universities 
around Boston. 

Master of Arts Degree 

The Master's program requires ten courses with at least one 
course taken in three of the Department's four fields (American 
Politics, Comparative Politics, International Politics, and Political 
Theory). The passing of a comprehensive examination completes 
the requirements of the program. A student is allowed to take two 
or, with permission, three courses in other departments, and may 
also receive credit for two courses by writing a thesis. If a student 
chooses to write a thesis, the written part of the comprehensive 
examination is waived. 

Doctor of Philosophy Degree 

Fifteen courses (45 credits) are required for students entering 
the program with no previous graduate work. Students generally 
take three courses a semester. Of the fifteen courses, three may be in 
independent study and two (not more than one a semester) in non- 
graduate courses. This latter option is usually appropriate only 
when needed to offset a deficiency in a student's undergraduate 
background in a field. Generally, graduate students taking non- 
graduate courses are required to do additional work beyond the 
requirements set for undergraduates in those courses. 

Admissions 

An undergraduate major in political science is preferred but 
not required. Applicants must demonstrate both past performance 
of exceptional quality in their academic work and promise of sus- 
tained excellence in the future. 

Three letters of recommendation must be submitted to the 
department at the time of application, in addition to the transcripts 
and results of the Graduate Record Examination. The department 
requires the general GRE test, a "Statement of Purpose," and a sam- 
ple of scholarly work, such as a term paper. 

Completed applications should be in the department by 
February 1 , so that decisions can be reached by mid-March. 
Financial Aid 

The Department is usually able to provide financial support to 
our doctoral candidates for a period of three or four years, although 
the department's initial commitment typically is only for two years, 
with additional years of funding contingent on the student's perfor- 
mance. Regular grants carry a stipend and full tuition remission. 
They entail six to eight hours per week of research assistance to 
members of the faculty or teaching assistance in undergraduate 
courses. Each year the department also awards the Thomas P. 
O'Neill Fellowship to an incoming student in American politics. 
Named in honor of the former Speaker of the House, this fellow- 
ship carries a larger stipend in addition to full tuition remission. 
The grant entails some assistance to the O'Neill Professor or other 
activity related to the O'Neill program. 

Undergraduate Course Ojferings 

Note: Future course offerings and courses offered on a peri- 
odic basis are listed on the World Wide Web at 
http://www.bc.edu/bc_org/avp/enmgt/regst/. 
Core Courses 

For freshmen and sophomores, juniors and seniors by depart- 
ment permission only. 



Note: These are the only departmental courses open to fresh- 



men. 



PO 041-042 Fundamental Concepts of Politics I and II 

(Fall/Spring: 3) 

Satisfies Social Science Core requirement 

For Majors only 

This is an introduction to governments, political ideas and 
theories, and the study of politics. 
Kathleen Bailey 
Nasser Behnegar 
Dennis Hale 
Kenji Hayao 
Marc Landy 
John Tierney 

PO 061 American Politics: The Organization of Power (Fall: 3) 

Satisfies Social Science Core requirement 

For non-majors 

Not open to students who have taken PO 05 1 

This course examines how constitutional structure and proce- 
dure operate to allocate power and influence among competing 
interests in society. Stress is on those aspects of the system that 
make it work the way it does, and on the moral pros and cons of 
both process and results. 
David R. Manwaring 

PO 091 Introduction to Comparative Politics (Spring: 3) 
Satisfies Social Science Core requirement 
For non-majors 

This course uses traditional and modern approaches to com- 
paring political systems configuratively and developmentally. 
Classic texts and contemporary case studies will be employed to 
explore both recurring regularities and specific particularities. The 
issues of political creation, maintenance, and decay, and the roles of 
political leaders and elites, will be at the center of attention. 
Examples will be drawn from European, Middle Eastern, Asian, 
and the former communist experiences. 
Kathleen Bailey 

Special Undergraduate Courses 

PO 28 1 or 282 Individual Research in Political Science 

(Fall/Spring: 3) 

Prerequisites: Permission of instructor 

This is a one-semester research course directed by a 
Department member that culminates in a long paper or some 
equivalent. 
The Department 

PO 291-292 Honors Thesis in Political Science (Fall/Spring: 3) 

The Department 

PO 295 Honors Seminar: Political Ambition (Fall: 3) 

A study of an example, probably George Washington, and of 
classic accounts, by Machiavelli, Xenophon and perhaps others. 
Robert K Faulkner 



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PO 296 Honors Seminar: Democracy in America (Spring: 3) 

This seminar combines a careful reading of Alexis de 
Tocqueville's classic work Democracy in America with an investiga- 
tion of contemporary American politics using Tocqueville as our 
guide. Topics will include political culture and American individu- 
alism; political participation, decentralization, and self-interest; 
tyranny of the majority and its cures; the special role of lawyers and 
courts in the US; the danger and causes of administrative centraliza- 
tion; the effects of mores on law and law on mores; and the 
omnipresent problem of race. 
Shep Melnick 
Undergraduate Electives 
Prerequisite: Sophomore standing or higher 

Undergraduate seminars, listed at the end of each of the four 
fields, meet once a week and are limited to 20 students. 
Prerequisite: Junior standing or higher. 
American Politics 

PO 301 Policy and Politics in the US (Fall: 3) 

This course is designed to acquaint students with the major 
features of American policymaking at the national level by engaging 
in primary research and extensive memo-writing on selected policy 
issues. Each student will be expected to become familiar with at 
least three policy areas, understanding existing government policies 
and underlying tradeoffs and paradoxes; proposing intellectually 
defensible and politically feasible reforms; and suggesting political 
strategies for enacting these reforms. Possible topics include social 
security, environmental regulations, federal aid and mandates for 
education, affirmative action, welfare, and use of public lands. 
Shep Melnick 

PO 306 Parties and Elections in America (Fall: 3) 

A general survey of American political parties and elections. 
Investigation of such topics as minor parties, the life and death of 
party machines, the role of media in political campaigns, the 
importance of money in politics, and changing political commit- 
ments and alignments will entail consideration of these issues, 
personalities, and campaign tactics involved in recent elections. 
Emphasis will be placed on the role of parties in instructing politi- 
cal conflict and the role of elections in enhancing citizen control of 
political leaders. 
Kay L. Schlozman 

PO 307 Environmental Law (Spring: 3) 

This course is designed to introduce students to the intricacies 
and structure of legal mechanisms and remedies available in the 
important and expanding field of environmental law. 
Environmental law covers virtually every area of the legal system — 
from common law litigation and constitutional claims to 
cutting-edge issues of complex government agency regulations and 
the creation and enforcement of international legal norms. The 
course is offered by two-person teams from the law school under 
the supervision of law school Prof Zygmunt Plater. 
Zygmunt Plater 
PO 308 Public Administration (Fall: 3) 

This course will examine the behavior of public administrative 
agencies at all levels of government with a focus on the federal 
bureaucracy. Among the topics covered are the following: theories 
of organization and administration, leadership, communication, 
budgeting, administrative law, personnel practices and public 
unionism. Among the major themes of this course are the follow- 
ing: Is there an American science of administration? What is the 
relationship between a country's administrative culture and its polit- 



ical culture? What is bureaucracy for, and where did it come from? 
Are the sins of bureaucracy inevitable, or can bureaucracy be 
reformed to make it easier to live with? 
Dennis Hale 

PO 309 Congressional Politics and Policy Making (Fall: 3) 

This course examines the United States Congress from an 
institutional perspective. After a brief overview of the institutions 
historical development and a short discussion of the arts involved in 
acquiring and maintaining political power, the course focuses on 
four major aspects of this representative and deliberative institution: 
(1) the connections between Members and their constituents; (2) 
the internal structures and power arrangements that shape the 
processes and politics of lawmaking, (3) the reciprocal relationships 
among Congress and the rest of Washington's principal political 
establishment; and (4) the dynamics of congressional policymaking. 
John Tierney 

PO 321 American Constitutional Law (Fall: 3) 

The evolution of the American Constitution through Supreme 
Court decisions is studied, with emphasis on the nature and limits 
of judicial power, and the Court's special role as protector of indi- 
vidual rights. 
David R. Manivaring 

PO 325 Bureaucracy (Spring: 3) 

This lecture course explores the nature of public bureaucracies, 
with special emphasis on the US. How do public bureaucracies dif- 
fer from private bureaucracies? How and why do public agencies 
differ from one another? To what extent do elected officials succeed 
in controlling bureaucratic behavior? Extensive use of case studies 
on police. Social Security Administration, Environmental 
Protection Agency, and the Forest Service. 
Shep Melnick 

PO 329 American Political Ideas and Institutions (Spring: 3) 

The course has two themes: basic ideas underlying American 
political institutions, and defenses and critiques of those institu- 
tions. The first theme is examined in some of the writings of 
Jefferson and Lincoln, and the second theme is examined, more 
extensively, in The Federalist and works by Walter Bagehot, 
Woodrow Wilson, Charles Beard, and a contemporary author. 
Robert Scigliano 

PO 331 The Politics of Organized Intrests (Spring: 3) 

This course examines the many private organizations — corpo- 
rations, trade associations, unions, professional societies, 
environmental and consumer groups, and so on — that represent 
interests in American national politics. Part of our emphasis will be 
on their internal organization and operation. The course focuses 
principally on the role these organizations play in Washington poli- 
tics and the myriad ways in which they try to influence the 
decisions of policy-makers. Finally, we shall consider the impact of 
their activities on the nature of American politics and governance. 
John Tierney 
PO 332 The Great Rights: First Amendment (Spring: 3) 

Intensive consideration of rwo distinctively American contri- 
butions to modern politics: the free and open forum of discussion 
implicit in the guarantees of freedom of speech and press; and the 
secular state arising out of the establishment and free-exercise 
clauses. While primary emphasis is on the evolution of the constitu- 
tional principles through Supreme Court decisions, attention will 
be also be devoted to political and social impact of these principles 
and recent political controversies that they have Postered. 
David R. Maniuaring 



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PO 337 American Judiciary (Fall: 3) 

A study of the American judical process from the intiation of 
cases to their final determination. Special attention will be given to 
the tensions between the judiciary and the other branches of gov- 
ernment and, consequently, to the question of the proper place of 
judges in a democratic political system. 
Robert Scigiia>J0 
PO 341 Modern American Political Thought (Spring: 3) 

This course will examine the works of several American writers 
of our century who have had interesting things to say about politics 
in general, or about American politics in particular. Some of the 
authors studied will be philosophers, some will be essayists, and 
some will be novelists. The menu is subject to last minute changes, 
but some of the writers to be considered will be Henry Adams, 
Josiah Royce, Herbert Croly, Louis Hartz, and Hannah Arendt. 
Dennis Hale 

PO 344 American Legal System (Spring: 3) 

A comprehensive survey. Topics include the following: histori- 
cal origins and basic philosophy; American courts and legal 
procedure; lawyers and the legal profession; modern comparisons 
(Britain and France); legal reasoning (common law precedent, 
statutory interpretation); some substantive manifestations (torts, 
contracts, property); and current weaknesses and unsolved prob- 
lems (congestion and delay, legal ethics, etc.). 
David R. Manwaring 

PO 355 Internship Seminar: Policy and Administration in State 
and Local Government (Fall: 6) 

Prerequisites: Admission to this course is by application only. Juniors 
and seniors are selectedon a competitive basis, based on their fitness 
for assignment to public offices. 

This is a program of study based upon work experience in leg- 
islative, executive, and administrative offices in Greater Boston. The 
formulation of policy, the nature of responsibility, and the role of 
bureaucracy in state and local communities will be examined with 
the help of community officials. 
Marie Natoli 

PO 356 Internship Seminar: Policy and Administration in State 
and Local Government (Spring: 6) 

Prerequisites: Admission to this course is by application only. Juniors 
and seniors are selectedon a competitive basis, based on their fitness 
for assignment to public offices. 

This is a program of study based upon work experience in leg- 
islative, executive, and administrative offices in Greater Boston. The 
formulation of policy, the nature of responsibility, and the role of 
bureaucracy in state and local communities will be examined with 
the help of community officials. 
Marie Natoli 
Comparative Politics 

PO 405 Politics in Western Europe I (Fall: 3) 

This course introduces a comparison of national-level politics 
in Western Europe by comparing politics in Britain and France 
(including the Third, Fourth, and Fiftih Republics). Special atten- 
tion will be given to the most important social forces, such as 
nationalism, religion, and social class, working through the most 
important political institutions, such as elections, parties, and par- 
liamentary government. 
Marvin Rintala 

PO 406 Politics in Western Europe II (Spring: 3) 

This course introduces comparison of national-level politics in 
Western Europe by comparing politics in Germany (including the 



Imperial, Weimar, National Socialist, and present German political 
systems), to the politics in Sweden, and Switzerland. Special atten- 
tion will be given to the most important social forces, such as 
nationalism, religion, and social class, working through the most 
important political institutions, such as elections, parties, and par- 
liamentary government. 
Marvin Rintala 

PO 416 Introduction to Chinese Politics (Fall: 3) 
Satisfies the Cultural Diversity Core requirement 

This course treats of the Peoples Republic of China after 
1949. The focus is on political institutions, the policy-making 
process, and state-society relations. The course also includes a brief 
introduction to Chinese foreign policy. 
Roberts. Ross 

PO 417 Government and Politics of Japan (Spring: 3) 
Satisfies the Cultural Diversity Core requirement 

This course offers an overview of contemporary Japanese poli- 
tics, designed for students with a general interest in Japan as well as 
political science concentrators. It begins with a brief historical 
account, and proceeds to discussions of Japanese culture and soci- 
ety, electoral politics, decision-making structures and processes, and 
public policy issues in both domestic and foreign affairs. 
Kenji Hayao 

PO 428 Politics in Latin America (Spring: 3) 
Satisfies the Cultural Diversity Core requirement 

This course examines Latin American politics in a comparative 
and historical context, focusing on the cases of Mexico, Brazil, 
Chile, and Guatemala. Topics include regimes and regime transi- 
tions; electoral politics and party systems; social movements and 
revolutions; and issues in U.S. -Latin American relations. The course 
is designed for students with a general interest in Latin America, as 
well as for political science majors. 
Jennie Purnell 

PO 438 Introduction to Russian, Soviet and East European 

Studies (Fall: 3) 

Cross listed with HS 272 

Not open to those who have taken PO 080 

This course provides the student with the key themes, theories 
and approaches necessary for further detailed study of Russia, the 
former USSR, and the East European states. The major findings 
and methods used by specialists in various disciplines will be pre- 
viewed and presented. 
Kathleen Bailey 
Raymond T. McNally 

PO 439 Leadership in Europe (Fall: 3) 

This course centers on the questions: What is leadership? 
What kinds of leadership are there? These questions will be 
answered both analytically and empirically. The data will come 
partly from studies of political elites in modernizing and modern 
Europe and partly from the careers of some European leaders, 
including Lloyd George, Churchill, and Thatcher in Britain; Blum, 
Mendes-France, de Gaulle, and Mitterrand in France; Bismarck, 
Hitler, Adenauer, and Brandt in Germany. 
Marvin Rintala 

PO 445 Power and Personality (Spring: 3) 

This course examines both the significance of personality in 
seeking, obtaining, exercising, and losing power and the significance 
of seeking, obtaining, exercising, and losing power for personality. 
Class discussion will focus first on certain analytical, including psy- 
choanalytical, hypotheses about the relationship between power and 



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personality, then on applying and testing these hypotheses in psy- 
chobiographies of particular powerful persons such as Woodrow 
Wilson, Winston Churchill, Margaret Thatcher, and Adolf Hitler. 
Marvin Rintala 

International Politics 

PO 500 Introduction to International Studies (Spring: 3) 

Designed specifically and only for sophomores with no prior 
course work in international studies. Introduces major substantive 
areas, cultural, historical, political, and economic, of international 
studies with texts and primary materials from several disciplines. 
Focuses also on the fundamental issues of population and food, 
third world nations' development priorities, including the role of 
women, economic restructuring and political liberalization, and 
emerging sources of conflict. 
David A. Deese 

PO 501 International Politics (Fall: 3) 

This course serves as an introduction to the study of interna- 
tional politics. Topics covered include the foundations of 
nationalism, the sources of power and conflict among states, the 
dynamics of the international system, and the role of international 
cooperation and ethics. The course is organized around case studies 
that illuminate basic theories and issues of international politics. 
The case-study method of inquiry includes a significant amount of 
student participation and discussion. 
Donald L. Hafner 

PO 504 International Politics of Europe (Spring: 3) 

This course examines international politics among the 
European states since 1945, focusing particularly on the rise of 
Europe as a major international actor, the European efforts at 
multinational integration, and the problems of building a new and 
wider European community following the demise of the Soviet 
Union. 
Donald L. Hafner 

PO 507 The International Political System (Spring: 3) 
Not open to students who have taken PO 501 

This course examines the principle sources of the behavior of coun- 
tries in international politics, including the nature of the 
international system and the decision-making process within states. 
It examines such issues as the sources of power, the causes and 
implications of the security dilemma, the dynamics of alliances, the 
causes of war, international political economy, and the dilemmas of 
world order. 
Robert Ross 
PO 516 American Foreign Policy (Spring: 3) 

This course examines the distinctive ways in which the 
American public and policy-makers have understood and applied 
principles of international politics in American foreign policy. 
Although the course surveys the decades since 1945 for the lessons 
they provide, the main focus is on analysis of current and antici- 
pated international challenges confronting the United States, in 
such realms as military security, international economics, and 
human rights. The course examines both the international and the 
domestic political factors that shape American foreign policy. 
Donald L. Hafner 

PO 520 The European Community (Summer: 3) 
Cross listed widi EC 396, HS 192, RL 300 

This interdisciplinary course is taught by Professors David 
Deese, Political Science; Jeffrey Howe, Fine Arts; Frank Murphy, 
History; Robert Murphy, Economics, and a wide range of officials 
from the European Community and professors from the University 



of Louvain. The thematic focus is the European Community's sin- 
gle internal market. Students live and attend classes at the Irish 
Institute of European Affairs in Louvain, which is a 20 minute train 
ride northeast of Brussels, Belgium. Course units include historical 
and cultural roots of the European Community; the economics of 
integration; the political roots and motivations of the Community; 
the institutions and legal process; and selected art and architecture 
of Belgium and Europe. 
David A. Deese 

PO 525 Introduction to International Political Economy (Fall: 3) 

Reviews the development of institutions and processes in the 
twentieth century. Focuses on international trade, money, finance 
and the multinational corporation, and the underlying theory of 
international regimes. Extends the examination of the specific issues 
involved in East- West and North-South relations. Demonstrates 
and integrates the key theory and trends from the course through 
applied analysis of the continuing oil crisis and evolution in world 
energy markets. 
David A. Deese 

Political Theory 

PO 602 The Political Basis of Capitalism (Fall: 3) 

Capitalism is arguably "the most fateful force in our modern 
life": deeply problematic, yet seemingly capable of overwhelming all 
its traditional and modern opponents. This course will consider the 
moral and political arguments for and against capitalism by focus- 
ing primarily on the writings of Adam Smith together with small 
selections from the writings of Hobbes, Locke, Montesquieu, and 
Weber. 
Nasser Behnegar 

PO 614 Rousseau (Spring: 3) 

An introduction to Rousseau's thought with special attention 
to Entile, Rousseau's novel on education. 
Susan Shell 

PO 631 Ethics and Politics (Fall: 3) 

What is good and what good is it in politics? A consideration 
of several important accounts of the possibility of justice in princi- 
ple and in practice. 
Robert K. Faulkner 

PO 641 Models of Political Phenomena (Fall: 3) 

This course provides an introduction to thinking analytically 
about human behavior by exposing students to various styles of 
constructing and testing models of political phenomena. It looks at 
a number of the intellectual tools that have been used to represent 
political and social processes. The emphasis is on improving stu- 
dents' skills in thinking about individual and collective behavior 
through the use of a few simple concepts and some imagination. 
Kenji Hayao 

Undergraduate and Graduate Course Offerings 
PO 354 Seminar: Citizens and Aliens (Spring: 3) 

Robert Scigliano 

PO 379 Seminar: Current Constitutional Issues II (Fall: 3) 

Examines legal and political trends in the present Supreme 
Court, mainly in terms of decisions handed down in the past sev- 
eral years. 
David R. Manwaring 

PO 465 Seminar: Modern Mexican Politics (Fall: 3) 

Mexico is in the midst of a very complex and conflictual 
process of political reform, which may result in the development of 
a more democratic political system. The seminar explores the 
dynamics of this process, focusing on the roles played by different 



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factions within the rtiling party, opposition parties across the pohti- 
caJ spectrum, and a wide range of social movements. It then turns 
to the relationship between national pohtical institutions and vil- 
lage politics, exploring the ways in which issues and conflicts 
resolved at the national level, particularly those related to land, con- 
tinue to play an important role in local politics. 
Jennie Purnell 

PO 466 Seminar: Religion in Western European Politics 
(Spring: 3) 

This seminar will compare the political behavior of members 
of different religious traditions in Western Europe. Among 
Christians the political behavior of Roman Catholics, Lutherans, 
Calvinists, Anglicans, and Protestant nonconformists, and among 
non-Christians of Jews and Moslems, will be studied. The possible 
impact(s) of secularization will be addressed. 
Marvin Rintala 

PO 556 Seminar: Causes of International Peace and War 
(Spring: 3) 

This seminar surveys some of the classic work on the relation- 
ship between politics and war, highlighting insights of continuing 
relevance in the twentieth century. The core units focus on the 
causes of conflict and paths to reducing the number and intensity 
of international wars. Selected case studies include World War I, 
Vietnam, the Middle East in 1967 and 1973, Afghanistan, 1980- 
1989; Iran-Iraq, 1981-1988; and the Iraq-U.S./Coalition War of 
1991. The conclusion addresses the creation of conditions and 
institutions for peace and conflict management in the 1990s. 
David A. Deese 

PO 562 Seminar: Great and Local Powers in East Asia (Fall: 3) 

This course covers international relations of East Asia since 
World War II, with a focus on the diplomacy of Japan, China, and 
other powers and the emergence and resolution of regional 
conflicts, including the Korean and Vietnam wars. 
Roberts. Ross 

PO 563 Seminar: Chinese Foreign Policy (Spring: 3) 

This course is a comprehensive analysis of the People's 
Republic of China's foreign policy since 1949. It focuses on the his- 
torical, international, and domestic sources of Chinese policy 
towards the superpowers and towards its Asian neighbors. The 
course also covers the instruments of Chinese foreign policy, includ- 
ing use of force and economic diplomacy. 
Roberts. Ross 

PO 570 Seminar: America in Vietnam (Fall: 3) 
Prerequisites: For graduate students and undergraduate Seniors or 
Juniors. A background in international politics or American foreign 
policy is recommended. 

More than twenty-five years after the last American soldier was 
withdrawn from Vietnam, the War remains an enigma for the 
nation. For students of politics, significant questions remain: How 
do governments (or rebel movements) decide that a political dis- 
pute should be settled by war rather than negotiation? How do 
governments recognize and correct errors in foreign and military 
policy? Are rebel movements fiandamentally advantaged over gov- 
ernments, in structure, organizing principles, or relationships to 
their followers? In sum, the Vietnam War is an occasion for stu- 
dents of politics both to examine a watershed event in American 
foreign policy and to confront some of the most basic questions 
about politics and political order. 
Donald Hafner 



Graduate Course Offerings 

Graduate Seminars 

PO 702 Field Seminar (Fall: 3) 

This seminar is intended to provide graduate students with a 
general intellectual survey of the field of American government and 
politics. In terms of the topics it covers, it is not unlike an introduc- 
tory American government course, but its intellectual agenda is 
different, focusing on prominent scholarly debates, lines of inquiry, 
and perspectives. It is taught by all of the department's American 
government faculty; each of whom takes a two-week segment of the 
course for his or her specialty. Among the topics considered are the 
founding, the judiciary, the Constitution and the courts, current 
Constitutional issues, American political thought (20th century). 
Federalism, Congress, the bureaucracy, the presidency, public pol- 
icy, changing party alignments, organized interests, party 
organization and elections, and social movements. 
Kay L. Schlozman 

PO 704 Views of the Modern Presidency (Spring: 3) 

This course looks at the most important recent efforts to 
understand the nature of the modern chief executive. 

Marc Landy 

PO 710 American Presidency (Fall: 3) 

A historical and analytic consideration of the office and pow- 
ers of the Chief Executive. 
Robert Scigliano 
PO 7J5 The Citizen in American Democracy (Spring: 3) 

This course considers several topics relevant to citizen political 
behavior in American politics — among them public opinion, vot- 
ing, and political participation. In our concern with how citizens 
think and act politically, we shall pay special attention to the capac- 
ity of the citizen for informed involvement, to problems of 
continuity and change in citizen political behavior, and to issues of 
representation. 
Kay L. Schlozman 

PO 721 Courts and Public Policy (Fall: 3) 

This seminar examines American courts as political institu- 
tions, asking how judges shape public policy, how politics outside 
the courtroom affects judicial behavior, and how the role of the fed- 
eral courts has changed over the past 50 years. Topics include 
desegregation, voting rights, affirmative action in employment, 
environmental and administrative statutory interpretation, and 
torts. We will also review and critique various political science 
approaches to studying the courts. 
Shep Melnick 

PO 723 Organized Interests in Politics (Spring: 3) 

This seminar examines the major lines of scholarly inquiry 
into organized interests in American politics. Key topics include the 
origin and maintenance of groups, the problems of sustaining 
membership organizations, the scope and bias of the pressure sys- 
tem, organized interests' activities in national politics and 
policymaking, and the impact of those activities on the nature of 
politics and governace. 
John Tierney 

PO 799 Reading and Research (Fall/Spring: 3) 

A directed study in primary sources and authoritative sec- 
ondary materials for a deeper knowledge of some problems 
previously studied, or of some area in which the candidate is 
deficient. By arrangement. 

The Department 



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PO 801 Thesis Seminar (Fall/Spring: 3) 

A research course under the guidance of a faculty member for 
those writing a Masters Thesis. 
Marc Landy 

PO 861 Cooperation and Order in World Politics (Fall: 3) 

The course first reviews the basic nature of war, the use of 
force, and coercive diplomacy and power at the international level. 
It then focuses on the sources of order that underlie politics among 
nations: domestic norms and law, balancing and bandwagoning by 
states, the major powers as managers, and international law and 
institutions. The final unit asks how the end of the Cold War and 
new forces in international relations are likely to affect war, the use 
offeree, and the nature of order in the 1990s. The seminar empha- 
sizes classic work in the field, primary materials, and individual 
research projects. 
David A. Deese 
PO 888 Interim Study (Fall/Spring: 0) 

Required for master's candidates who have completed all 
course requirements but have not taken comprehensive examina- 
tions. Also for masters students (only) who have taken up to six 
credits of Thesis Seminar but have not yet finished writing their 
thesis. 
Kenji Hayao 

PO 919 Political Philosophy of Francis Bacon (Spring: 3) 

A study of several shorter works on science, politics, and law. 
Robert K. Faulkner 

PO 945 Heidegger (Fall: 3) 

A reading of Being and Time, with a view toward its politics 
(or lack thereof). 
Susan Shell 

PO 949 The Political Philosophy of Xenophon (Spring: 3) 

A study of all or some of the following texts (depending on 
availability): Education of Cyrus, Hellenika, Anabasis, Symposium, 
Memorabilia. 
Christopher J. Bruell 

PO 960 Political Philosophy of Machiavelli (Spring: 3) 

This course will focus on Machiavelli's political philosophy by 
examining his two great works: The Prince and Discourses on Livy. 
Nasser Behnegar 

PO 998 Doctoral Comprehensive (Fall/Spring: 0) 

For students who have not yet passed the Doctoral 
Comprehensive but prefer not to assume the status of a non-matric- 
ulating student for the one or two semesters used for preparation